The document discusses the Programme for International Student Assessment (PISA) tests, which assess the capabilities of 15-year-olds in reading, mathematics, and scientific literacy. It summarizes the results of PISA tests in India, finding that the two participating states, Tamil Nadu and Himachal Pradesh, scored at the bottom across parameters. A significant proportion of students in these states had reading abilities below 4th grade level. The document analyzes factors influencing the performance such as gender differences, socioeconomic factors, school accountability and resources. It raises questions about accountability, ensuring quality education, and the path forward.

1. Literacy
?
Learning
Mandar Nadgir
EIE (Feb 2012)

2.  What is PISA?
 The actual tests
 India’s performance
 Issues and ideas

3.  Programme for International Student Assessment
 International comparative study of 15 year olds (end of basic education)
 Capabilities in reading, mathematical and scientific literacy tested
 Focuses on educational outcome as basis for suggested government
policy decision-making
 Administered every 3 years – produces comparative analysis to indicate
improvement/impact of government policies
 Schools involved in the process – indicate level of resources available
Intend to address these
questions
• How well are students equipped to meet challenges of future?
• Is education access equitable in the country?
• Are some schools better than others?
• What is students attitude towards education?

4. Literacy
• Print and digital medium; continuous (paragraph) and non-continuous (tables)
• Variety of texts – descriptive, narrative, argumentative, instructive
• Engagement with texts tested – ability to interpret, reflect, evaluate
• Covered variety of situations – personal, public, educational
• Language of test chosen by student 1 week prior to test [1]
Mathemactics
• Understand the role of mathematics in the world
• Understanding of basic mathematical concepts
• Applications of the concepts to problems in different contexts
Science
• Test scientific knowledge, ability to ask questions, acquire new knowledge
• Draw evidence-based conclusions
• Awareness of impact of science and technology on our socio-cultural environment
Indian vs Global Context
• Around 15,000 students; 400 schools across Tamil Nadu and Himachal Pradesh
• Overall 1.4 million students across 74 economies – OECD nations + partners

5. • Both states at the bottom of the chart – low scores across parameters
• Significant proportion (about 80%) had reading abilities below Grade IV
• Around 20% were poor reader (inability to comprehend regular text)

6.  Both states at the bottom of the chart in both math and sciences
 More than 50% failed to answer questions where all information is
present and questions clearly defined

7.  Gender differences
 Girls outperform boys in reading abilities across nations
 Boys in HP better than girls at math and science, reverse true in TN
 Impact of socio-economic factors
 Between-school variance in performance low in TN, HP compared to
OECD averages showing poor performance across schools
 Between-school variance primarily accounted by socio-economic
factors
 School accountability and resources
 Account significantly for variance in performance

8.  Who is accountable for this mess?
 Government, Society, Schools, Family
 Does Right to Education ensure quality?
 Input-focus vs Output-focus
 When the best states failed to perform, what is the situation in other
states of the country?
 PISA assessment for all states in 2012
 What lies in the future?
 Quality framework for education
 Involvement of private schools
 Increased regulations

9. 1. OECD Website, retrieved on 2nd Feb 2012
http://www.oecd.org/document/53/0,3746,en_32252351_32235731_38262
901_1_1_1_1,00.html
2. ACER report of OECD 2009+, Maurice Walker