What can we learn about the strengths and weaknesses of teacher education systems from large-scale assessments?

1. e-Seminar
May 29th - June 2nd, 2017
Transforming teacher education
to improve learning outcomes
What can we learn about the strengths and
weaknesses of teacher education systems
from large-scale assessments?
Michael Ward
Senior Policy Analyst
Development Co-operation Directorate & Directorate for Education and Skills

2. What is assessment?
• Assessment is the process
of gathering and
evaluating information on
what students know,
understand and can do in
order to make an
informed decision about
next steps in the
educational process.

3. Assessment types and purposes
Classroom
Assessment
Examinations Large-scale
Assessment
Enabling context Policies, Leadership and public engagement, Funding,
Institutional arrangements, Human resources
System alignment Learning/quality goals
Curriculum
Pre- and in-service teacher training opportunities
Assessment
quality
Ensuring quality (design, administration, analysis)
Ensuring effective uses

4. What is large-scale assessment?
• System level assessments
for monitoring and
providing policy maker
and practitioner relevant
information on overall
performance levels in the
system, changes in those
levels, and related or
contributing factors.

5. International Large Scale Assessments

6. International large-scale assessments
LLECE
Uwezo
SACMEQ
PASEC ASER
PIRLS, PISA, TIMSS, STEP, LAMP,
PIAAC, WEI-SPS and EGRA have
had global presence ...
SEA-PLM
... whereas others have had a
regional focus

7. Main features of a large-scale assessment
7

8. The importance of system alignment
• System alignment refers to the
extent to which the assessment is
aligned or coherent with other
components of the education
system.
• This includes the connection
between assessment activities
and system learning goals,
standards, curriculum, and pre
and in-service teacher training
opportunities

9. The example of PISA
• Every three years since 2000 a sample of
15-year-old students around the world
sits an international large-scale
assessment, known as PISA, that aims
to measure how well their education
system has prepared them for life after
compulsory schooling.
• PISA stands for the Programme for
International Student Assessment. The
assessment, which is managed by the
OECD, in partnership with national
centres and leading experts from around
the world, is conducted in over 90
countries and economies. It covers
mathematics, science and reading.

10. Learning about teacher education systems from PISA
• The PISA student background questionnaire
and teacher questionnaire seek information
about students’ and teachers’ experiences
in their classes.
• This information, coupled with students’
results on the assessment, allow us to
examine how certain teaching and learning
strategies are related to performance in
mathematics, reading and science.
• Our analysis provides constructive feedback
to governments about how teachers are
teaching and students are learning that
informs the development of teacher
education systems, both pre-service and in-
service

11. Who wants to become a teacher?
Teaching is not a very attractive career
choice for most students, PISA 2006
Percentage of 15-year-old boys and girls who plan to
work in the teaching profession, by gender
0
5
10
15
20
25
30
35
Turkey(75%)
Korea(50%)
Indonesia(47%)
Ireland(50%)
Luxembourg(48%)
Brazil(53%)
Mexico(69%)
Japan(33%)
Poland(47%)
Netherlands(30%)
UnitedKingdom(43%)
Romania(46%)
Australia(46%)
Argentina(60%)
OECDaverage(44%)
Canada(49%)
Belgium(45%)
Spain(53%)
Columbia(65%)
Thailand(47%)
Israel(50%)
UnitedStates(52%)
Slovenia(48%)
NewZealand(41%)
Greece(52%)
France(37%)
Finland(31%)
Norway(42%)
Sweden(30%)
Iceland(58%)
Chile(61%)
Denmark(30%)
Austria(23%)
SlovakRepublic(37%)
Portugal(48%)
RussianFederation(46%)
CzechRepublic(29%)
Switzerland(25%)
Italy(49%)
Hungary(34%)
Germany(26%)
Estonia(38%)
All students Boys Girls
%
Percentage of teachers in the
economically active adult
population (25-64 year olds)

12. Who wants to become a teacher?
Students who expect to be teachers aren’t as proficient in mathematics as their peers
who expect to work in other professions, PISA 2006
300
350
400
450
500
550
600
Finland*
Switzerland*
Korea
Japan*
Netherlands
Germany*
Denmark*
Iceland*
CzechRepublic
Belgium
Canada
Austria
Slovenia*
Australia
Sweden*
NewZealand
France
Norway*
Luxembourg*
Hungary*
Estonia*
Ireland
UnitedKingdom
SlovakRepublic
Poland
Spain
UnitedStates*
Greece
Italy
RussianFederation
Portugal
Israel
Turkey
Thailand
Chile*
Romania
Indonesia
Mexico
Argentina
Brazil
Colombia
Mathematics performance of students expecting to work as teachers
Mean mathematics performance of students who do not expect to work as professionals
Mathematics performance of students expecting to work as other professionals
PISAmathematicsscore(2006)

13. Who wants to become a teacher?
Teachers’ numeracy skills mirror those of the 15-year-old students who expected to become teachers
250
260
270
280
290
300
310
320
330
Japan
Finland*
Flanders(Belgium)
Germany*
Norway
Netherlands
Austriia
CzechRepublic
Austia*
Slovakia*
France
Sweden*
NorthernIreland
Cyprus*
Denmark*
Ireland
Korea
UnitedKingdom*
Canada(English)
UnitedStates*
Poland*
Estonia*
Spain
Canada(French)
RussianFederation*
Italy*
Numeracy performance of teachers
Numeracy performance of other professionals
NumeracyscoreintheSurveyofAdultSkills

14. Who wants to become a teacher?
Salaries have an impact on students’ decisions to become teachers, PISA 2006
Chile
Spain
United States
Greece
Ireland
Korea
Israel
Italy
Portugal
Slovenia
Luxembourg
AustraliaOECD average
Norway
New Zealand
Estonia
France
Hungary
Finland
Netherlands
Denmark
Sweden
Czech Republic
Germany
United Kingdom*
Austria
R² = 0.28
0
2
4
6
8
10
12
14
16
0.4 0.5 0.6 0.7 0.8 0.9 1 1.1 1.2 1.3 1.4
Percentageofstudentswhoexpecttoworkas
teachers(PISA2006)
Lower secondary teachers' salaries, in public institutions, relative to earnings
for tertiary-educated workers aged 25 to 64 (2012)

15. Do teacher-student relations affect
students’ well-being at school?
AlbaniaArgentina
Australia
Austria Belgium
Brazil
Bulgaria
Canada
Chile
Chinese Taipei
Colombia
Costa Rica
Croatia
Czech Republic
Denmark
Estonia
Finland
France
Germany
Greece
Hong Kong-China
Hungary
Iceland
Indonesia
Ireland
Israel
Italy
Japan
Jordan
Kazakhstan
Korea
Latvia
Liechtenstein
Lithuania
Luxembourg
Macao-China
Malaysia
Mexico
Montenegro
Netherlands
New Zealand
Norway
Peru
Poland
Portugal
Qatar
Romania
Russian Federation
Serbia
Shanghai-China
Singapore
Slovak Republic
Slovenia
SpainSweden
Switzerland
Thailand
Tunisia
Turkey
United Arab Emirates
United Kingdom
United States
Uruguay
Viet Nam
350
400
450
500
550
600
650
60 65 70 75 80 85 90 95 100
Meanscoreinmathematics
Percentage of students who feel happy at school
Students with higher performance
in mathematics and who
feel happy at school
Where students are both happy and high-achieving, PISA 2012

16. Do teacher-student relations affect students’
well-being at school?
Good teacher-student relations foster a sense of belonging among students, PISA 2012
0.00
0.10
0.20
0.30
0.40
0.50
0.60
Kazakhstan
Shanghai-China
Australia
UnitedKingdom
Singapore
Colombia
Iceland
NewZealand
RussianFederation
Israel
Malaysia
UnitedStates
Ireland
CostaRica
Lithuania
HongKong-China
Latvia
Turkey
Sweden
Germany
Denmark
Norway
Austria
UnitedArabEmirates
Slovenia
Mexico
Macao-China
Spain
Chile
OECDaverage
Montenegro
Finland
Indonesia
Hungary
Belgium
Switzerland
Jordan
Canada
Estonia
Japan
Poland
Netherlands
ChineseTaipei
VietNam
Uruguay
Korea
Peru
Brazil
Romania
SlovakRepublic
Bulgaria
Thailand
Greece
Croatia
Serbia
Tunisia
Portugal
CzechRepublic
Qatar
Luxembourg
Italy
Argentina
France
Liechtenstein
Change in the index
of sense of belonging
Greatersense
ofbelonging
Lesssenseof
belonging

17. Do teacher-student relations affect students’
well-being at school?
Where students' well-being is considered to be as important as academic achievement, PISA 2012
0
20
40
60
80
100
Indonesia375
Poland518
Thailand427
Malaysia421
Albania394
Kazakhstan432
Colombia376
Romania445
Macao-China538
UnitedArabEmirates434
Bulgaria439
Singapore573
Latvia491
Shanghai-China613
Iceland493
Lithuania479
Qatar376
RussianFederation482
Peru368
ChineseTaipei560
Argentina388
Jordan386
Korea554
Montenegro410
VietNam511
Mexico413
CostaRica407
Liechtenstein535
SlovakRepublic482
Turkey448
Greece453
Estonia521
Serbia449
HongKong-China561
Uruguay409
Chile423
Brazil391
Israel466
Ireland501
Germany514
CzechRepublic499
Tunisia388
Portugal487
Denmark500
Switzerland531
OECDaverage494
Slovenia501
Spain484
Hungary477
Norway489
UnitedKingdom494
Sweden478
Australia504
Japan536
Canada518
Croatia471
UnitedStates481
Luxembourg490
Italy485
NewZealand500
Austria506
Finland519
Belgium515
Netherlands523
France495
Mean score in
mathematics

18. Has discipline in school deteriorated?
Students report calm classrooms, PISA 2009
Percentage of students who reported that the teacher "never or hardly ever" or "in some lessons"
has to wait a long time for students to quieten down
0
20
40
60
80
100
Argentina
Greece
Finland
Netherlands
France
Luxembourg
Chile
Norway
Tunisia
Qatar
TrinidadandTobago
Brazil
Slovenia
CzechRepublic
Belgium
NewZealand
Uruguay
Hungary
Croatia
Italy
Ireland
Australia
Sweden
Austria
OECDaverage
Canada
SlovakRepublic
Spain
Israel
Dubai(UAE)
Iceland
Estonia
Bulgaria
Poland
UnitedKingdom
Serbia
Jordan
Switzerland
Turkey
Panama
Liechtenstein
Singapore
Germany
Denmark
UnitedStates
Mexico
Latvia
Indonesia
Portugal
ChineseTaipei
Montenegro
Colombia
Lithuania
Kyrgyzstan
Macao-China
Peru
RussianFederation
Albania
Thailand
Azerbaijan
Korea
Romania
HongKong-China
Shanghai-China
Kazakhstan
Japan

19. 0
5
10
15
20
25
30
35
Indonesia79
Italy70
Sweden71
Germany78
Spain73
Israel73
HongKong-China89
Romania89
Mexico79
Bulgaria73
Norway66
Peru85
Canada72
Iceland73
UnitedStates79
OECDaverage-2673
Thailand86
Denmark78
Chile65
Greece62
Korea88
Portugal80
RussianFederation85
Brazil67
Belgium68
Japan93
Changeinpercentagebetween2000and2009
Percentage of students
in PISA 2009
Has discipline in school deteriorated?
Improvement in class discipline between 2000 and 2009
Change in the percentage of students who reported that the teacher "never or hardly ever"
or "in some lessons" has to wait a long time for students to quieten down

20. Has discipline in school deteriorated?
Percentage of students agreeing or strongly agreeing that
“Most of my teachers really listen to what I have to say.”
Percentage of students agreeing or strongly agreeing that
“If I need extra help, I will receive it from my teachers.”
74
57
68
70
41
65
0 20 40 60 80 100
Canada
Korea
OECD average
PISA 2000 PISA 2009
89
83
79
87
76
74
0 20 40 60 80 100
Canada
Korea
OECD average
PISA 2000 PISA 2009

21. Do students perform better in schools
with orderly classrooms?
Order in the classroom, PISA 2009
Percentage of students who reported that the following never or hardly ever happens,
or happens only in some of their language-of-instruction lessons:
5060708090100
Thailand
Korea
Romania
Denmark
HongKong-China
Kazakhstan
Colombia
Singapore
Shanghai-China
Azerbaijan
UnitedStates
Japan
Albania
Portugal
UnitedKingdom
Latvia
Peru
Macao-China
RussianFederation
Belgium
Lithuania
Indonesia
ChineseTaipei
Iceland
Mexico
Spain
Dubai(UAE)
Sweden
Kyrgyzstan
Montenegro
Germany
Canada
NewZealand
Australia
Chile
Italy
SlovakRepublic
Switzerland
OECDaverage
Ireland
Panama
TrinidadandTobago
Netherlands
Uruguay
Estonia
Finland
Hungary
Liechtenstein
Poland
Serbia
Slovenia
Turkey
Israel
Austria
Norway
France
Brazil
Jordan
Bulgaria
CzechRepublic
Croatia
Argentina
Qatar
Luxembourg
Tunisia
Greece
Students cannot work well. The teacher has to wait a long time for students to quiet down. There is noise and disorder.
Betterdisciplinaryclimate

22. Do students perform better in schools
with orderly classrooms?
A clear relationship with performance, PISA 2009
Relationshipbetweenaveragedisciplinaryclimateinschooland...
...average socio-
economic status
of students in
school
... student
performance in
reading
... student
performance in
reading, after
accounting for
students' and
schools' socio-
economic status,
demographic
profile, and various
school features
m: missing

23. What do we know about teachers’ selection and
professional development in high-performing countries?
Entry requirements into the teaching profession (secondary education, general programmes), PISA 2015
Competitive
examination required to
enter
pre-service teacher
training
N
o m
N
o
Y
es
Y
es
Y
es
Y
es
Y
es a m
N
o
N
o
N
o a a a
N
o
N
o a
Y
es
N
o m m a a
N
o
Y
es
N
o
Y
es a a m
N
o
Y
es
Y
es a
Y
es
N
o
N
o
Y
es a
Y
es a
N
o
Y
es
N
o
N
o m a
N
o
Y
es
Y
es
Y
es
N
o
N
o
N
o
Y
es
Teaching practicum
(pre-service training) is
mandatory
Competitive
examination required to
enter the teaching
profession
N
o
Y
es a
Y
es a
N
o
N
o
Y
es a m a a
N
o a a a a a a a a a m
N
o
Y
es a a
Y
es a a a a a
N
o
N
o a a
Y
es a
Y
es a
N
o
Y
es
N
o
Y
es
Y
es
Y
es m
Y
es
N
o
N
o
Y
es
Y
es
N
o
Y
es
N
o
N
o
Credential or license
required to start
teaching
N
o
Y
es a
N
o a
N
o
N
o
N
o a m a a
Y
es a a a
Y
es a a a a a m
Y
es
N
o a a
N
o a a a a a
N
o
N
o a a
N
o a
Y
es a
N
o
N
o
N
o
N
o
Y
es
N
o m
N
o
N
o
N
o
N
o
N
o
N
o
N
o
N
o
N
o
Credential or license
required to become a
fully qualified teacher
N
o a a
Y
es a
N
o
N
o a a m
Y
es
Y
es a a a a
N
o a a
N
o a
Y
es m a
N
o
Y
es a
N
o a a
N
o
N
o
N
o
N
o
Y
es a
Y
es
Y
es a
Y
es a
N
o
N
o
N
o
N
o
Y
es
N
o m a
Y
es
Y
es
N
o
N
o
Y
es
N
o
N
o
N
o
Teachers are
appraised for
completion of
probation1
Y
es
N
o a a m
Y
es a
N
o
N
o
Y
es
Y
es
Y
es
Y
es a
Y
es m
Y
es a
Y
es
Y
es a a
Y
es
Y
es
Y
es
N
o
Y
es
N
o m
N
o a
Y
es
Y
es
N
o
Y
es a
Y
es
Y
es
Y
es
Y
es
N
o a
Y
es
N
o
Y
es
Y
es
Y
es
Y
es
Y
es
Y
es
N
o
Y
es
N
o
Y
es
N
o a
N
o
Teachers are
appraised for teacher
registration1
a
N
o a a m
Y
es a
N
o
N
o
Y
es
Y
es
N
o
Y
es a
Y
es m
Y
es a
N
o
N
o a a
Y
es
Y
es
N
o
Y
es
N
o
Y
es m
N
o a
N
o
N
o
N
o
Y
es a
Y
es
Y
es
N
o
Y
es
N
o a
Y
es
Y
es
N
o m
Y
es
N
o
N
o
Y
es
Y
es
N
o
Y
es
Y
es
N
o a
N
o
Student performance in
science
556
538
534
532
531
529
523
516
515
513
513
512
510
509
509
506
503
502
501
501
498
497
496
495
495
493
493
493
487
485
483
481
477
475
475
473
467
465
461
455
447
446
437
435
425
421
418
416
416
411
411
401
397
384
332
gapore
apan
tonia
seTaipei
nland
o(China)
ong(China)
orea
ium(Fl.)
Zealand
venia
gland
stralia
rmany
erlands
zerland
eland
nmark
oland
rtugal
rway
otland
dStates
ustria
rance
eden
Republic
pain
ussia
ium(Fr.)
mbourg
Italy
ngary
uania
roatia
eland
srael
alta
Republic
reece
hile
lgaria
rabEmirates
uguay
urkey
ailand
atar
lombia
exico2
tenegro
orgia
razil
eru
ROM*
anRepublic
entina
akhstan
Yes
At the discretion of
institutions No
Not
applicable Missing

24. What do we know about teachers’ selection and
professional development in high-performing countries?
Percentage of students in schools whose principals reported these in-house professional development
activities, PISA 2015
0
10
20
30
40
50
60
70
80
90
100
The teachers in our school
co-operate by exchanging
ideas or material when
teaching specific units or
series
of lessons
Our school invites
specialists to conduct in-
service
training for teachers
Our school organises in-
service workshops that
deal
with specific issues that
our school faces
Our school organises in-
service workshops for
specific
groups of teachers
Average across all four
activities
High-performing
countries in science¹
Other
countries/economies
1. High-performing countries/economies
that performed above the OECD average
in science.

25. Key questions for mathematics teachers
and how to answer them
• A PISA report from 2016 took the
findings from PISA 2015 and
organised them into 10
questions that discuss what we
know about mathematics
teaching and learning around the
world – and how these data
might help teachers and teacher
educators in their mathematics.

26. Teaching and learning strategies in
mathematics around the world
26Source: Figure 1.2
R² = 0.10
More
teacher-directed
instruction
Teaching
More
memorisation
Learning
OECD
average
More
elaboration
More
student-oriented
instruction
Are East Asian education
systems really so
traditional?
Chinese Taipei
Vietnam
Macao-China Korea
Hong-Kong China
Singapore
Japan
Shanghai- China
Ireland
Hungary
France
Croatia
United
Kingdom
Australia
New Zealand
Uruguay
Israel
Memorisation most
frequently used compared to
elaboration strategies
Teacher-directed instruction
most frequently used
compared to student-
oriented instruction
United States

27. Students’ use of memorisation strategies
Macao-China15
RussianFederation16
Serbia11
SlovakRepublic11
Albania12
Switzerland13
Mexico19
Poland9
Malaysia12
Liechtenstein17
VietNam5
Lithuania14
Kazakhstan22
ChineseTaipei16
HongKong-China10
Denmark28
Italy10
Latvia22
Colombia26
Iceland23
Germany17
Japan12
Qatar13
Korea17
Slovenia11
Tunisia10
Romania16
Peru22
Croatia9
France19
Montenegro13
CostaRica19
Argentina21
Sweden31
CzechRepublic25
Shanghai-China25
Estonia14
Bulgaria11
OECDaverage21
Turkey13
Brazil30
Canada26
Singapore22
Greece20
Austria13
Portugal27
Finland32
UnitedStates29
Hungary17
Luxembourg13
Norway28
Belgium24
Jordan14
Israel14
Thailand46
UnitedArabEmirates…
Australia35
Chile22
NewZealand35
Indonesia23
Spain19
Netherlands22
UnitedKingdom37
Ireland28
Uruguay23
Below the OECD average At the same level as the OECD average Above the OECD average
27Source: Figure 4.1
% of students
who report they
learn by heart
Memorisation
More
Less
The index of memorisation, with values ranging from 0 to 4, reflects
the number of times a student chose the following memorisation-
related statements about how they learn mathematics.
1. When I study for a mathematics test, I learn as much as I can by
heart.
2. When I study mathematics, I make myself check to see if I
remember the work I have already done.
3. When I study mathematics, I go over some problems so often
that I feel as if I could solve them in my sleep.
4. In order to remember the method for solving a mathematics
problem, I go through examples again and again.

28. There are large international differences
in the use of control strategies
Tunisia46
Jordan43
Thailand19
Spain42
Uruguay55
Qatar53
UnitedArabEmirates55
Peru49
Indonesia39
Montenegro48
CzechRepublic35
Chile54
ChineseTaipei42
Croatia43
Turkey59
Hungary46
Romania48
Netherlands54
Slovenia32
Shanghai-China40
Ireland49
Greece46
Italy44
Brazil45
Lithuania56
Estonia48
Korea40
Argentina44
Norway48
UnitedStates40
Latvia46
SlovakRepublic49
Portugal44
Finland45
Malaysia50
Colombia40
Serbia40
UnitedKingdom43
Luxembourg55
Sweden44
Bulgaria62
OECDaverage49
NewZealand46
VietNam54
Belgium53
RussianFederation44
Poland65
Australia45
Israel61
Singapore47
CostaRica48
Austria55
Liechtenstein42
Kazakhstan49
Mexico54
Canada48
Denmark48
Albania54
Germany50
HongKong-China60
Switzerland55
France62
Japan59
Macao-China53
Iceland59
Below the OECD average At the same level as the OECD average Above the OECD average
28Source: Figure 5.1
% of students who
try to work out
what the most
important parts to
learn are
Control
More
Less
The index of control strategies, with values ranging from 0 to 4, reflects the
number of times a student chose the following control-related statements
about how they learn mathematics.
1. When I study for a mathematics test, I try to work out what the most
important parts to learn are.
2. When I study mathematics, I try to figure out which concepts I still have
not understood properly.
3. When I study mathematics, I start by working out exactly what I need to
learn.
4. When I cannot understand something in mathematics, I always search for
more information to clarify the problem.

29. Elaboration strategies are more useful as problems become
more difficult (OECD average)
R² = 0.82
0.80
1.50
300 400 500 600 700 800
Difficulty of mathematics item on the PISA scale
29Source: Figure 6.2
Difficult problem
Greater
success
Less
success
Easy problem
Odds ratio

30. Students perform better when teachers use cognitive-
activation instruction more often
-15
-10
-5
0
5
10
15
20
25
30
35
40
Albania
Romania
Iceland
Kazakhstan
Argentina
Jordan
Thailand
UnitedStates
Mexico
Peru
CzechRepublic
Macao-China
UnitedArabEmirates
Qatar
Finland
Canada
Brazil
Bulgaria
Turkey
Tunisia
Portugal
Uruguay
Montenegro
Serbia
Indonesia
Netherlands
Spain
Greece
Colombia
Singapore
Australia
CostaRica
Estonia
SlovakRepublic
Ireland
Norway
RussianFederation
OECDaverage
NewZealand
Lithuania
Croatia
Luxembourg
HongKong-China
France
Sweden
Hungary
Chile
UnitedKingdom
Korea
Austria
Malaysia
Japan
Germany
Latvia
Denmark
Switzerland
ChineseTaipei
Poland
Belgium
Slovenia
Israel
VietNam
Italy
Shanghai-China
Liechtenstein
After accounting for other teaching strategies
30Source: Figure 2.2
Score-point
difference
Cognitive-activation instruction is
associated with a 19-point increase in
mathematics score across OECD
countries, after accounting for other
teaching strategies
Lower
scores
Higher
scores

31. Girls are more anxious about mathematics than boys
20
30
40
50
60
70
80
90
Netherlands-13
Denmark-20
Sweden-13
Iceland-10
UnitedKingdom-17
Switzerland-17
Liechtenstein-23
Finland-22
Germany-15
Shanghai-China-20
Norway-14
Estonia-7
Kazakhstan
CzechRepublic-8
Austria-10
Luxembourg-15
Latvia-5
UnitedStates-10
Poland-7
Lithuania-8
SlovakRepublic-11
RussianFederation-5
Belgium-14
OECDaverage-12
Canada-15
Australia-15
Singapore-4
Slovenia-7
Hungary-9
NewZealand-15
Serbia
Colombia-8
France-18
Montenegro
Croatia-6
Israel-9
Turkey
Albania
Spain-10
UnitedArabEmirates
Qatar
HongKong-China-15
Portugal-5
Ireland-12
Bulgaria-8
Macao-China-17
Japan-14
Brazil
ChineseTaipei-12
VietNam-9
Chile-4
CostaRica-11
Greece-10
Peru-6
Thailand-4
Italy-7
Malaysia
Uruguay-6
Indonesia-5
Romania
Korea-10
Mexico-7
Jordan
Tunisia-3
Argentina
Boys All students Girls
31
%
Source: Figure 9.1

32. PISA for Development
• By 2018-19:
• Enhanced frameworks and
instruments that are more
relevant to middle income
and low income countries
• Inclusion of out-of-school
youth in the assessment
• Capacity building for
implementation of PISA and
data analysis, reporting and
dissemination of results
• Bhutan
• Cambodia
• Ecuador
• Guatemala
• Honduras
• Panama
• Paraguay
• Senegal
• Zambia

33. Discussion
• We can learn a lot about the
strengths and weaknesses of
teacher education systems from
large-scale assessments, provided
these meet the criteria for a high
quality assessment, particularly
system alignment.
• For this learning to have an impact it
is important that the reports of
assessments provide teacher
educators and teachers with well
presented analysis that is tailored to
the needs of those involved in
teaching or teacher education and
training
• It is important to note that while
large scale assessments can go a
long way towards learning about
teaching and the preparation of
teachers, additional tools would be
needed to better understand how
practices by teachers are influenced
by teacher education systems.
• Tools such as TALIS (OECD’s
Teaching and Learning
International Survey) can help to
deepen this understanding with its
focus on how countries can prepare
teachers to face the diverse
challenges in today’s schools.

34. 35
Thank you
Find out more about our work at www.oecd.org
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Email: michael.ward@OECD.org