- PISA (Programme for International Student Assessment) is an international assessment that evaluates education systems worldwide by testing the skills and knowledge of 15-year-old students. It focuses on assessing students' competencies in key subjects like reading, mathematics, and science. - India is participating in PISA 2021 for the second time, with a focus on mathematical literacy. Over 5,000 Indian students will be assessed. Participating in PISA will help introduce competency-based reforms in India's education system and discourage rote learning. - PISA assesses students' ability to apply skills like problem-solving, critical thinking, and conceptual understanding to real-world situations. It focuses on competencies like scientific reasoning

1. PISA - 2021
Why , What & How
An Overview
Sh. U.N.Kw
Sh U.N.Khaware
Additional Commissioner (Acad.)

2. PISA
• The Programme for International
Student Assessment
• Its aim is to evaluate education
systems worldwide by testing the
skills and knowledge of 15-year-old
students
It is not a test. It is an assessment
1

3. WHAT DOES IT MEASURE?
PISA measures the extent to which
students have acquired key
competencies that are essential for full
participation in modern societies.
Our assessment is mostly based on CONTENT
but PISA’s assessment is based on COMPETENCY
2

4. Prepare the
Indian students
for the global
economy in
the 21st century
Would lead to
recognition and
acceptability of
Indian
students
Help to introduce
competency
based examination
reforms in the
school system
Help move
away from
rote learning
CBSE &
NCERT will be
part of the
process and
activities
leading to
the actual
test
WHY PISA?
Courtesy: CBSE
3

5.  We need our education to prepare us for the times to come
 The three pillars of education viz. Critical Thinking, Problem
Solving and Conceptual understanding must become the key
parameters of learning
 Our current education leaves our children far behind in all
these aspects and in that light PISA is a welcome change.
 Activities and concepts in the classrooms need to engage the
mind, inspire and become contextual. Evaluation needs to be
re-modeled to incorporate similar thinking. In that light PISA is
a very welcome intervention both for educators and educatees.
4

6. Why PISA for India?
PISA—will help introduce competency based
examination reforms in the school system.
Will discourage rote learning
Lead to recognition and acceptability of
Indian students & prepare them for global
economy of 21st Century.

7. 1. PISA 2021
India shall be participating for the second time, the
first being in 2009.
2. 36 OECD member countries and over 50 non-
members are expected to participate.
3. The focus will be Mathematical Literacy.
PISA 2021
5250 students (150 schools x 35 students) will be
assessed on the following subjects:-
Maths and Science (47% students)
Maths and Reading (47% students)
Reading and Science (6%students)

8. The Challenge Ahead
• India didn’t appear in PISA in 2012 and 2015 on
account of its dismal performance in 2009, when it
was placed 72nd among the 74 participating
countries.
• 2021--PISA will help reveal where India stands
globally as far as learning outcomes are concerned.
• The Challenge before the teaching community is to
collaborate, train and brace our students for PISA
2021.

9. PISA-2021
Measures taken by
Kendriya Vidyalaya
Sangathan

10.  Five workshops of two days each conducted across the
country in April, 2019 to prepare grounds for PISA.
(‘Preparing Ground for PISA’, a Teacher’s handbook has
been prepared)
 KVS has prepared the ‘Teachers’ Manual on Scientific
Literacy for PISA’.
 Joyful Learning activities/competitions for enhancing the
competencies of students for PISA have been prepared by
KVS
 NICSI empanelled vendor M/s KPMG hired for diagnostic
study to put forth mechanisms, systemic processes to
improve student performance in the upcoming PISA
 A PISA cell has been created at KVS (Hq.) with 3 vertical
teams – Administrative, Training & Academic.

11. SCIENTIFIC LITERACY IN PISA
PISA believes that every individual should be able to
think scientifically about the evidence they encounter
in their real-life challenges.
Students are required to use knowledge that would be
gained from the science curriculum and apply it in
novel and real life situations.

12. Scientific Competencies
The PISA scientific literacy assessment
items requires students to :
identify scientifically oriented
issues
Explain phenomena scientifically
and use scientific evidence

13.  PISA believes that every individual should be able
to think scientifically about the evidence they
encounter in their real-life challenges.
 The PISA assessment, therefore, tests students’
performance in applying scientific literacy in real-
life situations.
 Students should be able to use scientific processes,
scientific concepts, and scientific situations to
answer questions and make decisions about the
natural world.

14. New Paradigm of Science teaching
Using Multiple Intelligences in Science Teaching:
 The focus of teaching is to arouse students' curiosity
and motivation to think, act, investigate, explore,
and learn.
 Science teaching is to share with students the joy of
process and outcomes of science learning.
 Science teaching is a life-long learning process
involving continuous discovery, experimenting, self-
actualization, reflection, and professional
development particularly in the area of science.

15. What Can Science Teachers do ?
 Give stimulus to students to make them
think scientifically.
 Children are curious by nature and a
teacher can make arrangements in a
classroom/ school to satisfy their curiosity.
 A number of encouraging questions should
be asked and the teacher should try to
provide satisfactory answers.
 Opportunities for close observation should
be provided by way of hands-on experience
and experimentation.

16. 6 - E’s of Learning
 Engage - make curious
 Explore - freedom to investigate
 Explain - analysis of explore stage
 Elaborate - application of knowledge
 Evaluate - assessment
 Extend - suggestions beyond lesson

17. Experiential Learning
 It is the process of learning through
experience, and is more specifically
defined as ‘learning through reflection on
doing’.
Experiential learning enables skills to be
learnt and practiced in classroom and then
practically applied in real life situations.

18. LEVEL LEVEL SCORE
LIMIT
CHARACTERTISTICS OF TASKS
6 708 At level 6, students can draw on a range of interrelated scientific ideas and
concepts from the physical, life and earth and Space sciences
5 633 At level 5, students can use abstract scientific ideas or concepts to explain
unfamiliar and more complex phenomena, events and processes involving
multiple causal links.
4 559 At level 4, students can use more complex or more abstract content
knowledge, which is either provided or recalled, to construct explanations of
more complex or less familiar events and processes.
3 484 At level 3, students can draw upon moderately complex content knowledge to
identify or construct explanations of familiar phenomena.
2 410 At Level 2, students are able to draw on everyday content knowledge and basic
procedural knowledge to identify an appropriate scientific explanation,
interpret data and identify the question being addressed in a simple
experimental design.
1a 335 At level 1a, students are able to use basic or everyday content and procedural
knowledge to recognize or identify explanations of simple scientific
phenomenon.
1b 261 At Level 1b, students can use basic or everyday scientific knowledge to
recognize aspects of familiar or simple phenomenon.
Levels of proficiency in science in PISA 2015

19. MATHEMTAICS LITERACY IN PISA
Mathematical literacy is an individual’s
capacity to identify and understand the
role that mathematics plays in the world,
to make well- founded judgments and to
use and engage with mathematics in
ways that meet the needs of that
individual’s life as a constructive,
concerned and reflective citizen.

20. Components of Mathematical Domain

21. PISA examines the capacities of
students to analyze, reason, and
communicate mathematical
ideas effectively as they pose,
formulate, solve and interpret
mathematical problems in a
variety of situations.

22. 1. Starting with a problem situated in reality
2. Organizing it according to mathematical concepts and identifying
the relevant mathematics.
3. Making assumptions, generalizing and formalizing---to transform
the real world problem into a mathematical problem
4. Solving the mathematical problem
5. Making sense of the mathematical solution in terms of the real
situation.
The Mathematisation
Cycle

23. COMPETENCIES NEEDED FOR MATHEMATICAL
LITERACY
 Mathematical thinking and
reasoning.
 Mathematical argumentation
 Mathematical communication
 Problem posing and solving
 Representation.
 Symbols
 Tools and technology

24. Levels of proficiency in mathematics in PISA 2015
Level What students can typically do
6
At level 6, students can conceptualize, generalize and utilize
information based on their investigations and modeling complex
problem situations and can use their knowledge in relatively
nonstandard contexts
5
At level 5, students can develop and work with models for complex
situations, identifying constrains and specifying assumptions.
4
At level 4, students can work effectively with explicity models for
complex concrete situations that may involve constrains or call for
making assumptions.
3
At level 3, students can execute clearly described procedures,
including those that require sequential decisions.
2
At level 2, students can interpret and recognize situations in contexts
that require no more than direct inference.
1
At level 1, students can answer questions involving familiar contexts
where all relevant information is present and the questions are clearly
defined.

25. THANK YOU