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Are students well prepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? These are questions that parents, students, the public and those who run education systems continually ask. Knowledge and Skills for Life provides some answers. It assesses how far students near the end of compulsory education have acquired some of the knowledge and skills that are essential for full participation in society. It presents evidence on student performance in reading, mathematical and scientific literacy, reveals factors that influence the development of these skills at home and at school, and examines what the implications are for policy development. The report shows considerable variation in levels of knowledge and skills between students, schools and countries. The extent to which the socio-economic background of students and schools affects student performance varies. Some countries have managed to mitigate the influence of social background and some have done that while achieving a high overall mean performance. This is a noteworthy achievement. Will other countries take up the challenge? The data underlying this report are available at www.pisa.oecd.org. The OECD Programme for International Student Assessment (PISA) is a collaborative process among the 30 Member countries of the OECD and some non-OECD countries, bringing together scientific expertise from the participating countries and steered jointly by their governments on the basis of shared, policy-driven interests. PISA is an unprecedented attempt to measure student achievement across all OECD countries and some non-OECD countries, as is evident from some of its features: – The literacy approach: PISA aims to define each domain (reading, mathematics and science) not merely in terms of mastery of the school curriculum, but in terms of the knowledge and skills needed for full participation in society. – A long-term commitment: Over the decade to come, it will enable countries regularly and predictably to monitor their progress in meeting key learning objectives. – The age-group covered: By assessing 15-year-olds, i.e. young people near the end of their compulsory education, PISA provides a significant indication of the overall performance of school systems. – The relevance to lifelong learning: PISA does not limit itself to assessing students’ knowledge and skills but also asks them to report on their own, self-regulated learning, their motivation to learn and their preferences for different types of learning situation. Knowledge and Skills for Life FIRST RESULTS FROM PISA 2000 EDUCATION AND SKILLS ISBN 92-64-19671-4 96 2001 14 1 P Programme for International Student Assessment Knowledge and Skills for Life FIRST RESULTS FROM PISA 2000 -:HSTCQE=V^[VV: Knowledge and Skills for Life FIRST RESULTS FROM PISA 2000 EDUCATION AND SKILLS www.oecd.org « All OECD books and periodicals are now available on line www.SourceOECD.org 2001
+NOWLEDGE AND 3KILLS FOR ,IFE ,-/Ê, -1/-Ê,Ê/ Ê Ê*,, Ê ,Ê / , / Ê-/1 /Ê-- -- /Ê­*-®ÊÓäää /%#$ /2'!.)3!4)/. /2 %#/./-)# #/ /0%2!4)/. !.$ $%6%,/0-%.4
ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Pursuant to Article 1 of the Convention signed in Paris on 14th December 1960, and which came into force on 30th September 1961, the Organisation for Economic Co-operation and Development (OECD) shall promote policies designed: – to achieve the highest sustainable economic growth and employment and a rising standard of living in Member countries, while maintaining financial stability, and thus to contribute to the development of the world economy; – to contribute to sound economic expansion in Member as well as non-member countries in the process of economic development; and – to contribute to the expansion of world trade on a multilateral, non-discriminatory basis in accordance with international obligations. The original Member countries of the OECD are Austria, Belgium, Canada, Denmark, France, Germany, Greece, Iceland, Ireland, Italy, Luxembourg, the Netherlands, Norway, Portugal, Spain, Sweden, Switzerland, Turkey, the United Kingdom and the United States. The following countries became Members subsequently through accession at the dates indicated hereafter: Japan (28th April 1964), Finland (28th January 1969), Australia (7th June 1971), New Zealand (29th May 1973), Mexico (18th May 1994), the Czech Republic (21st December 1995), Hungary (7th May 1996), Poland (22nd November 1996), Korea (12th December 1996) and the Slovak Republic (14th December 2000). The Commission of the European Communities takes part in the work of the OECD (Article 13 of the OECD Convention). Publié en français sous le titre : CONNAISSSANCES ET COMPÉTENCES : DES ATOUTS POUR LA VIE PREMIERS RÉSULTATS DE PISA 2000 © OECD 2001 Permission to reproduce a portion of this work for non-commercial purposes or classroom use should be obtained through the Centre français d’exploitation du droit de copie (CFC), 20, rue des Grands-Augustins, 75006 Paris, France, tel. (33-1) 44 07 47 70, fax (33-1) 46 34 67 19, for every country except the United States. In the United States permission should be obtained through the Copyright Clearance Center, Customer Service, (508)750-8400, 222 Rosewood Drive, Danvers, MA 01923 USA, or CCC Online: www.copyright.com. All other applications for permission to reproduce or translate all or part of this book should be made to OECD Publications, 2, rue André-Pascal, 75775 Paris Cedex 16, France.
!RE STUDENTS WELL PREPARED TO MEET THE CHALLENGES OF THE FUTURE !RE THEY ABLE TO ANALYSE REASON AND COMMUNICATE THEIR IDEAS EFFECTIVELY $O THEY HAVE THE CAPACITY TO CONTINUE LEARNING THROUGHOUT LIFE 0ARENTS STUDENTS THE PUBLIC AND THOSE WHO RUN EDUCATION SYSTEMS NEED TO KNOW THE ANSWERS TO THESE QUESTIONS -ANY EDUCATION SYSTEMS MONITOR STUDENT LEARNING IN ORDER TO PROVIDE SOME ANSWERS TO THESE QUESTIONS #OMPARATIVE INTERNATIONAL ANALYSES CAN EXTEND AND ENRICH THE NATIONAL PICTURE BY PROVIDING A LARGER CONTEXT WITHIN WHICH TO INTERPRET NATIONAL RESULTS4HEY CAN SHOW COUNTRIES THEIR AREAS OF RELATIVE STRENGTH AND WEAKNESS AND HELP THEM TO MONITOR PROGRESS AND RAISE ASPIRATIONS4HEY CAN ALSO PROVIDE DIRECTIONS FOR NATIONAL POLICY FOR SCHOOLS CURRICULUM AND INSTRUCTIONAL EFFORTS AND FOR STUDENTS LEARNING #OUPLED WITH APPROPRIATE INCENTIVES THEY CAN MOTIVATE STUDENTS TO LEARN BETTER TEACHERS TO TEACH BETTER AND SCHOOLS TO BE MORE EFFECTIVE )N RESPONSE TO THE NEED FOR INTERNATIONALLY COMPARABLE EVIDENCE ON STUDENT PERFORMANCE THE /%#$ HAS LAUNCHED THE 0ROGRAMME FOR )NTERNATIONAL 3TUDENT !SSESSMENT 0)3! 0)3! REPRESENTS A NEW COMMITMENT BY THE GOVERNMENTS OF /%#$ COUNTRIES TO MONITOR THE OUTCOMES OF EDUCATION SYSTEMS IN TERMS OF STUDENT ACHIEVEMENT ON A REGULAR BASIS AND WITHIN A COMMON FRAMEWORK THAT IS INTERNATIONALLY AGREED UPON 0)3! AIMS AT PROVIDING A NEW BASIS FOR POLICY DIALOGUE AND FOR COLLABORATION IN DEFINING AND OPERATIONALISING EDUCATIONAL GOALS n IN INNOVATIVE WAYS THAT REFLECT JUDGEMENTS ABOUT THE SKILLS THAT ARE RELEVANT TO ADULT LIFE )T PROVIDES INPUTS FOR STANDARD SETTING AND EVALUATION INSIGHTS INTO THE FACTORS THAT CONTRIBUTE TO THE DEVELOPMENT OF COMPETENCIES AND INTO HOW THESE FACTORS OPERATE IN DIFFERENT COUNTRIES AND IT SHOULD LEAD TO A BETTER UNDERSTANDING OF THE CAUSES AND CONSEQUENCES OF OBSERVED SKILL SHORTAGES Y SUPPORTING A SHIFT IN POLICY FOCUS FROM EDUCATIONAL INPUTS TO LEARNING OUTCOMES 0)3! CAN ASSIST COUNTRIES IN SEEKING TO BRING ABOUT IMPROVEMENTS IN SCHOOLING AND BETTER PREPARATION FOR YOUNG PEOPLE AS THEY ENTER AN ADULT LIFE OF RAPID CHANGE AND DEEPENING GLOBAL INTERDEPENDENCE 0)3! IS A COLLABORATIVE EFFORT BRINGING TOGETHER SCIENTIFIC EXPERTISE FROM THE PARTICIPATING COUNTRIES STEERED JOINTLY BY THEIR GOVERNMENTS ON THE BASIS OF SHARED POLICY DRIVEN INTERESTS 0ARTICIPATING COUNTRIES TAKE RESPONSIBILITY FOR THE PROJECT AT THE POLICY LEVEL THROUGH A OARD OF 0ARTICIPATING #OUNTRIES %XPERTS FROM PARTICIPATING COUNTRIES SERVE ON WORKING GROUPS THAT ARE CHARGED WITH LINKING THE 0)3! POLICY OBJECTIVES WITH THE BEST AVAILABLE SUBSTANTIVE AND TECHNICAL EXPERTISE IN THE FIELD OF INTERNATIONAL COMPARATIVE ASSESSMENT OF EDUCATIONAL OUTCOMES4HROUGH PARTICIPATING IN THESE EXPERT GROUPS COUNTRIES ENSURE THAT THE 0)3! ASSESSMENT INSTRUMENTS ARE INTERNATIONALLY VALID AND TAKE INTO ACCOUNT THE CULTURAL AND CURRICULAR CONTEXTS OF /%#$ -EMBER COUNTRIES THAT THEY PROVIDE A REALISTIC BASIS FOR MEASUREMENT AND THAT THEY PLACE AN EMPHASIS ON AUTHENTICITY AND EDUCATIONAL VALIDITY4HE FRAMEWORKS AND ASSESSMENT INSTRUMENTS FOR 0)3! ARE THE PRODUCT OF A MULTI YEAR DEVELOPMENT PROCESS AND WERE ADOPTED BY /%#$ -EMBER COUNTRIES IN $ECEMBER +NOWLEDGE AND 3KILLS FOR ,IFE PRESENTS THE INITIAL RESULTS OF 0)3! )T CONTAINS EVIDENCE ON THE PERFORMANCE IN READING MATHEMATICAL AND SCIENTIFIC LITERACY OF STUDENTS SCHOOLS AND COUNTRIES PROVIDES INSIGHTS INTO THE FACTORS THAT INFLUENCE THE DEVELOPMENT OF THESE SKILLS AT HOME AND AT SCHOOL AND EXAMINES HOW THESE FACTORS INTERACT AND WHAT THE IMPLICATIONS ARE FOR POLICY DEVELOPMENT /2%7/2$
/2%7/2$ 0)3! REVEALS CONSIDERABLE VARIATION IN LEVELS OF PERFORMANCE BETWEEN STUDENTS SCHOOLS AND COUNTRIES )T SHOWS THAT THE SOCIO ECONOMIC BACKGROUND OF STUDENTS AND SCHOOLS EXERTS AN IMPORTANT INFLUENCE ON STUDENT PERFORMANCE ALTHOUGH THIS IS MUCH LESS MARKED IN SOME COUNTRIES THAN IN OTHERS -ORE IMPORTANTLY SOME OF THE COUNTRIES WHICH HAVE BEEN MOST SUCCESSFUL IN MITIGATING THE EFFECT OF SOCIAL DISADVANTAGE ARE AMONG THOSE WITH THE HIGHEST LEVELS OF OVERALL STUDENT PERFORMANCE 4HESE COUNTRIES DEMONSTRATE THAT IT IS POSSIBLE TO ACHIEVE HIGH QUALITY WHILE MINIMISING INEQUALITY 4HEY DEFINE AN IMPORTANT CHALLENGE FOR OTHER COUNTRIES BY SHOWING WHAT IT IS POSSIBLE TO ACHIEVE IN TERMS OF BETTER STUDENT PERFORMANCE 0)3! SUGGESTS THAT SCHOOLS CAN MAKE AN IMPORTANT DIFFERENCE (OWEVER IT WILL REQUIRE FURTHER ANALYSIS TO IDENTIFY PRECISELY HOW SCHOOL RESOURCES POLICIES AND PRACTICES INTERACT WITH HOME BACKGROUND AND INFLUENCE STUDENT PERFORMANCE! SERIES OF MORE DETAILED THEMATIC REPORTS WILL BE PUBLISHED IN AND IN PURSUIT OF A DEEPER UNDERSTANDING OF HOW COUNTRIES AND SCHOOLS CAN RESPOND )N THE MEANTIME THE MERE FACT THAT HIGH QUALITY LEARNING OUTCOMES ARE ALREADY A REALITY FOR MOST STUDENTS IN SOME COUNTRIES IS IN ITSELF AN ENCOURAGING RESULT THAT SUGGESTS THAT THE CHALLENGES AHEAD CAN BE TACKLED SUCCESSFULLY 4HIS REPORT IS THE PRODUCT OF A COLLABORATIVE EFFORT BETWEEN THE COUNTRIES PARTICIPATING IN 0)3! THE EXPERTS AND INSTITUTIONS WORKING WITHIN THE FRAMEWORK OF THE 0)3! #ONSORTIUM AND THE /%#$4HE REPORT WAS PREPARED BY THE /%#$ $IRECTORATE FOR %DUCATION %MPLOYMENT ,ABOUR AND 3OCIAL!FFAIRS PRINCIPALLY BY !NDREAS 3CHLEICHER IN CO OPERATION WITH !LETTA 'RISAY ARRY -C'AW #LAUDIA4AMASSIA 2ICHARD *4OBIN AND * $OUGLAS7ILLMS WHO PLAYED A LEADING ROLE IN THE DEVELOPMENT OF #HAPTER 4HE DATA UNDERLYING THE REPORT WERE PREPARED BY THE 0)3! #ONSORTIUM UNDER THE DIRECTION OF 2AYMOND!DAMS AND #HRISTIAN -ONSEUR AT THE !USTRALIAN #OUNCIL FOR %DUCATIONAL 2ESEARCH4HE DEVELOPMENT OF THE REPORT WAS STEERED BY THE OARD OF 0ARTICIPATING #OUNTRIES CHAIRED BY %UGENE /WEN OF THE .ATIONAL #ENTER FOR %DUCATION 3TATISTICS IN THE 5NITED 3TATES!NNEX # OF THE REPORT LISTS THE MEMBERS OF THE VARIOUS 0)3! BODIES AS WELL AS THE INDIVIDUAL EXPERTS AND CONSULTANTS WHO HAVE CONTRIBUTED TO THIS REPORT AND TO 0)3! IN GENERAL 4HE REPORT IS PUBLISHED ON THE RESPONSIBILITY OF THE 3ECRETARY 'ENERAL OF THE /%#$ *OHN 0 -ARTIN $IRECTOR FOR %DUCATION %MPLOYMENT ,ABOUR AND 3OCIAL!FFAIRS /%#$ %UGENE /WEN #HAIR OF THE 0)3! OARD OF 0ARTICIPATING #OUNTRIES
#HAPTER 4HE /%#$ 0ROGRAMME FOR )NTERNATIONAL 3TUDENT !SSESSMENT !N OVERVIEW OF 0)3! 4HE 0)3! APPROACH 7HAT 0)3! MEASURES 2EADING LITERACY IN 0)3! -ATHEMATICAL LITERACY IN 0)3! 3CIENTIlC LITERACY IN 0)3! (OW 0)3! ASSESSES STUDENTS AND COLLECTS INFORMATION )NTERPRETING THE RESULTS OF 0)3! (OW 0)3! CAN INFORM POLICY $EVELOPING 0)3! n A COLLABORATIVE EFFORT /RGANISATION OF THIS REPORT 2EADERS 'UIDE #HAPTER 7HAT 0)3! SHOWS THAT YEAR OLDS CAN DO A PROlLE OF STUDENT PERFORMANCE IN READING LITERACY )NTRODUCTION (OW READING LITERACY IS MEASURED IN 0)3! 0ERCENTAGE OF STUDENTS PROlCIENT AT EACH LEVEL OF READING LITERACY 0ROlCIENCY AT ,EVEL ABOVE POINTS 0ROlCIENCY AT ,EVEL FROM TO POINTS 0ROlCIENCY AT ,EVEL FROM TO POINTS 0ROlCIENCY AT ,EVEL FROM TO POINTS 0ROlCIENCY AT ,EVEL FROM TO POINTS OR BELOW LESS THAN POINTS %XPECTATIONS OF STUDENT PERFORMANCE 4HE MEAN PERFORMANCES OF COUNTRIES 4HE DISTRIBUTION OF READING LITERACY WITHIN COUNTRIES (OW STUDENT PERFORMANCE VARIES BETWEEN SCHOOLS #ONCLUSIONS #HAPTER 7HAT 0)3! SHOWS THAT YEAR OLDS CAN DO A PROlLE OF STUDENT PERFORMANCE IN MATHEMATICAL AND SCIENTIlC LITERACY )NTRODUCTION 3TUDENT PERFORMANCE IN MATHEMATICAL LITERACY (OW MATHEMATICAL LITERACY IS MEASURED IN 0)3! 4HE MEAN PERFORMANCES OF COUNTRIES IN MATHEMATICAL LITERACY 4HE DISTRIBUTION OF MATHEMATICAL LITERACY WITHIN COUNTRIES -ATHEMATICAL AND READING LITERACY PERFORMANCE 3TUDENT PERFORMANCE IN SCIENTIlC LITERACY (OW SCIENTIlC LITERACY IS MEASURED IN 0)3! 4HE MEAN PERFORMANCES OF COUNTRIES IN SCIENTIlC LITERACY 4HE DISTRIBUTION OF SCIENTIlC LITERACY WITHIN COUNTRIES 0ERFORMANCE IN READING AND SCIENTIlC LITERACY )NVESTMENT IN EDUCATION AND STUDENT PERFORMANCE #ONCLUSIONS 4!,% / #/.4%.43
4!,% / #/.4%.43 #HAPTER 'ENERAL OUTCOMES OF LEARNING )NTRODUCTION -OTIVATION AND ENGAGEMENT WITH SCHOOL 3UBJECT INTEREST IN READING AND MATHEMATICS 2EADING ACTIVITIES AND ENGAGEMENT IN READING ROADER ENGAGEMENT WITH SCHOOL ,EARNING STRATEGIES #ONTROLLING THE LEARNING PROCESS -EMORISATION AND ELABORATION #O OPERATIVE AND COMPETITIVE LEARNING #OMPUTERS AS A TOOL FOR LEARNING #ONCLUSIONS #HAPTER 'ENDER DIFFERENCES )NTRODUCTION 'ENDER DIFFERENCES IN READING MATHEMATICAL AND SCIENTIlC LITERACY 'ENDER DIFFERENCES IN SUBJECT INTEREST 'ENDER DIFFERENCES IN ENGAGEMENT IN READING 'ENDER DIFFERENCES IN LEARNING STRATEGIES AND SELF CONCEPT #ONCLUSIONS #HAPTER AMILY BACKGROUND AND STUDENT PERFORMANCE )NTRODUCTION /CCUPATIONAL STATUS AMILY WEALTH 0OSSESSIONS AND ACTIVITIES RELATED TO hCLASSICALv CULTURE #OMMUNICATION ON SOCIAL ISSUES AND ASPECTS OF CULTURE 0ARENTAL EDUCATION AMILY STRUCTURE 0LACE OF BIRTH AND LANGUAGE SPOKEN AT HOME #ONCLUSIONS #HAPTER 4HE LEARNING ENVIRONMENT AND THE ORGANISATION OF SCHOOLING )NTRODUCTION 3CHOOL AND CLASSROOM CLIMATE 4EACHER SUPPORT 3TUDENT RELATED FACTORS AFFECTING THE SCHOOL CLIMATE 4EACHER RELATED FACTORS AFFECTING THE SCHOOL CLIMATE ,EARNING OUTSIDE SCHOOL 2ESOURCES INVESTED IN EDUCATION 4EACHER SHORTAGES 4HE QUALITY OF SCHOOLS PHYSICAL INFRASTRUCTURE AND EDUCATIONAL RESOURCES !PPROACHES TO SCHOOL MANAGEMENT AND lNANCING 0UBLIC AND PRIVATE STAKEHOLDERS #ONCLUSIONS
4!,% / #/.4%.43 #HAPTER 7HAT MAKES A DIFFERENCE TO 0)3! RESULTS SOME INDICATIONS FOR POLICY )NTRODUCTION INmUENCES INSIDE AND OUTSIDE SCHOOL 4HE RELATIONSHIP BETWEEN SOCIO ECONOMIC BACKGROUND AND STUDENT PERFORMANCE ! GLOBAL PERSPECTIVE 4HE STRENGTH OF THE SOCIO ECONOMIC EFFECT IN DIFFERENT COUNTRIES 4HE COMPONENTS OF SOCIO ECONOMIC BACKGROUND 4HE ROLE THAT SCHOOLS CAN PLAY IN MODERATING THE IMPACT OF SOCIO ECONOMIC DISADVANTAGE 3OCIO ECONOMIC BACKGROUND AND VARIATION IN PERFORMANCE BETWEEN SCHOOLS (OW THE SOCIAL MAKE UP OF THE SCHOOL REINFORCES THE EFFECT OF STUDENTS INDIVIDUAL BACKGROUNDS 3CHOOL FACTORS THAT CAN RAISE PERFORMANCE LEVELS AND MODERATE THE IMPACT OF SOCIO ECONOMIC BACKGROUND #ONCLUSIONS 2EFERENCES !NNEX ! !NNEX! #ONSTRUCTION OF INDICES AND OTHER DERIVED MEASURES FROM THE STUDENT AND SCHOOL CONTEXT QUESTIONNAIRES !NNEX! %XPLAINED VARIATION IN STUDENT PERFORMANCE !NNEX!4HE 0)3! TARGET POPULATION AND THE 0)3! SAMPLES !NNEX! 3TANDARD ERRORS SIGNIlCANCE TESTS AND MULTIPLE COMPARISONS !NNEX! 1UALITY ASSURANCE !NNEX! $EVELOPMENT OF THE 0)3! ASSESSMENT INSTRUMENTS !NNEX! 2ELIABILITY OF THE MARKING OF OPEN ENDED ITEMS !NNEX !NNEX $ATA TABLES FOR THE CHAPTERS !NNEX 0ERFORMANCE DIFFERENCES BETWEEN THE LEMISH AND RENCH #OMMUNITIES OF ELGIUM AND THE DIFFERENT LINGUISTIC COMMUNITIES IN 3WITZERLAND !NNEX # 4HE DEVELOPMENT AND IMPLEMENTATION OF 0)3! A COLLABORATIVE EFFORT
4!,% / #/.4%.43 ,)34 / )'52%3 IGURE #OUNTRIES PARTICIPATING IN 0)3! IGURE %DUCATION LITERACY AND THE PROBABILITY OF HAVING A WHITE COLLAR HIGHLY SKILLED JOB IGURE 7HAT THE PROlCIENCY LEVELS MEASURE IGURE 3AMPLES OF THE READING TASKS USED IN 0)3! IGURE 0ERCENTAGE OF STUDENTS PERFORMING AT EACH OF THE PROlCIENCY LEVELS ON THE COMBINED READING LITERACY SCALE IGURE -ULTIPLE COMPARISONS OF MEAN PERFORMANCE ON THE COMBINED READING LITERACY SCALE IGURE $ISTRIBUTION OF STUDENT PERFORMANCE ON THE COMBINED READING LITERACY SCALE IGURE 6ARIATION IN STUDENT PERFORMANCE BETWEEN SCHOOLS AND WITHIN SCHOOLS ON THE COMBINED READING LITERACY SCALE IGURE 3AMPLES OF THE MATHEMATICS TASKS USED IN 0)3! IGURE -ULTIPLE COMPARISONS OF MEAN PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE IGURE $ISTRIBUTION OF STUDENT PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE IGURE ! SAMPLE OF THE SCIENCE TASKS USED IN 0)3! IGURE -ULTIPLE COMPARISONS OF MEAN PERFORMANCE ON THE SCIENTIlC LITERACY SCALE IGURE $ISTRIBUTION OF STUDENT PERFORMANCE ON THE SCIENTIlC LITERACY SCALE IGURE A 3TUDENT PERFORMANCE AND NATIONAL INCOME IGURE B 3TUDENT PERFORMANCE AND SPENDING PER STUDENT IGURE )NTEREST IN READING AND MATHEMATICS AND STUDENT PERFORMANCE IGURE %NGAGEMENT IN READING AND STUDENT PERFORMANCE IGURE 4IME SPENT READING FOR ENJOYMENT AND STUDENT PERFORMANCE IGURE ROADER ENGAGEMENT WITH SCHOOL IGURE #ONTROLLING THE LEARNING PROCESS AND STUDENT PERFORMANCE IGURE -EMORISATION AND ELABORATION STRATEGIES AND STUDENT PERFORMANCE IGURE #O OPERATIVE AND COMPETITIVE LEARNING IGURE )NTEREST IN COMPUTERS IGURE #OMFORT WITH AND PERCEIVED ABILITY TO USE COMPUTERS IGURE 'ENDER DIFFERENCES IN STUDENT PERFORMANCE IGURE 0ROPORTIONS OF MALES AND FEMALES AMONG THE LOWEST PERFORMERS ON THE COMBINED READING LITERACY SCALE IGURE A 2ELATIONSHIP BETWEEN INTEREST IN READING AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE FOR MALES AND FEMALES IGURE B 2ELATIONSHIP BETWEEN INTEREST IN MATHEMATICS AND PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE FEMALES FOR MALES AND IGURE 'ENDER DIFFERENCES IN ENGAGEMENT IN READING ATTITUDES TOWARDS READING IGURE 'ENDER DIFFERENCES IN ENGAGEMENT IN READING TIME SPENT READING FOR ENJOYMENT IGURE 'ENDER DIFFERENCES IN ENGAGEMENT IN READING DIVERSITY OF READING MATERIALS IGURE A 2ELATIONSHIP BETWEEN SELF CONCEPT IN READING AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE FOR MALES AND FEMALES IGURE B 2ELATIONSHIP BETWEEN SELF CONCEPT IN MATHEMATICS AND PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE FOR MALES AND FEMALES IGURE /CCUPATIONAL STATUS OF PARENTS AND STUDENT PERFORMANCE IGURE 0OSSESSIONS RELATED TO hCLASSICALv CULTURE AND STUDENT PERFORMANCE IGURE 3OCIAL AND CULTURAL COMMUNICATION WITH PARENTS AND STUDENT PERFORMANCE
4!,% / #/.4%.43 IGURE -OTHERS EDUCATION AND STUDENT PERFORMANCE IGURE 0LACE OF BIRTH HOME LANGUAGE AND STUDENT PERFORMANCE IGURE 4EACHER SUPPORT AND STUDENT PERFORMANCE IGURE 4HE CLIMATE FOR LEARNING n THE SCHOOL PRINCIPALS PERSPECTIVE IGURE 4HE CLIMATE FOR LEARNING n THE STUDENTS PERSPECTIVE IGURE 4HE CLIMATE FOR LEARNING n A SUMMARY PICTURE IGURE 4EACHER RELATED FACTORS AFFECTING SCHOOL CLIMATE IGURE 4IME SPENT ON HOMEWORK IGURE 0RINCIPALS VIEWS ON THE QUALITY OF EDUCATIONAL RESOURCES AT SCHOOL IGURE 3CHOOL AUTONOMY AND STUDENT PERFORMANCE IGURE 3TUDENT PERFORMANCE AND PUBLIC AND PRIVATE CONTROL IGURE 2ELATIONSHIP BETWEEN STUDENT PERFORMANCE AND SOCIO ECONOMIC BACKGROUND FOR THE /%#$ AREA AS A WHOLE IGURES AND A C 2ELATIONSHIP BETWEEN STUDENT PERFORMANCE AND SOCIO ECONOMIC BACKGROUND FOR EACH COUNTRY IGURE %FFECTS OF STUDENTS AND SCHOOLS SOCIO ECONOMIC BACKGROUND ON STUDENT PERFORMANCE ON THE COMBINED READING LITERACY SCALE IGURE !VERAGE EFFECT OF THE STUDENT TEACHING STAFF RATIO ON STUDENT PERFORMANCE ON THE COMBINED READING LITERACY SCALE FOR ALL /%#$ COUNTRIES COMBINED ,)34 / /8%3 OX 0)3! AN INTERNATIONALLY STANDARDISED ASSESSMENT OF YEAR OLDS OX $OES HIGHER READING LITERACY IMPROVE THE PROSPECTS FOR EMPLOYMENT OX (OW TO READ IGURE OX )NTERPRETING SAMPLE STATISTICS OX )NTERPRETING DIFFERENCES IN 0)3! SCORES HOW LARGE A GAP OX ACTORS ASSOCIATED WITH BETWEEN SCHOOL VARIATION IN STUDENT PERFORMANCE OX )NTERPRETING STUDENTS SELF REPORTS OX #HANGES IN GENDER DIFFERENCES IN MATHEMATICS AND SCIENCE PERFORMANCE AS STUDENTS GET OLDER OX )NTERPRETING THE 0)3! INDICES OX (OW TO READ IGURE OX )NTERPRETING THE 0)3! INDICES OX (OW TO READ IGURE OX #OMPARING THE IMPACT OF DIFFERENT FACTORS OX (OW TO READ4ABLE ,)34 / 4!,%3 4ABLE! ,EVELS OF PARENTAL EDUCATION CONVERTED INTO YEARS OF SCHOOLING 4ABLE! %XPLAINED VARIATION IN STUDENT PERFORMANCE 2 4ABLE! 0)3! TARGET POPULATIONS AND SAMPLES 4ABLE! 2ESPONSE RATES 4ABLE! $ISTRIBUTION OF ITEMS BY THE DIMENSIONS OF THE 0)3! FRAMEWORK FOR THE ASSESSMENT OF READING LITERACY 4ABLE! $ISTRIBUTION OF ITEMS BY THE DIMENSIONS OF THE 0)3! FRAMEWORK FOR THE ASSESSMENT OF MATHEMATICAL LITERACY 4ABLE! $ISTRIBUTION OF ITEMS BY THE DIMENSIONS OF THE 0)3! FRAMEWORK FOR THE ASSESSMENT OF SCIENTIlC LITERACY
4!,% / #/.4%.43 4ABLE A 0ERCENTAGE OF STUDENTS AT EACH LEVEL OF PROlCIENCY ON THE COMBINED READING LITERACY SCALE 4ABLE B 0ERCENTAGE OF STUDENTS AT EACH LEVEL OF PROlCIENCY ON THE READINGRETRIEVING INFORMATION SCALE 4ABLE C 0ERCENTAGE OF STUDENTS AT EACH LEVEL OF PROlCIENCY ON THE READINGINTERPRETING TEXTS SCALE 4ABLE D 0ERCENTAGE OF STUDENTS AT EACH LEVEL OF PROlCIENCY ON THE READINGREmECTION AND EVALUATION SCALE 4ABLE A -ULTIPLE COMPARISONS OF MEAN PERFORMANCE ON THE READINGRETRIEVING INFORMATION SCALE 4ABLE B -ULTIPLE COMPARISONS OF MEAN PERFORMANCE ON THE READINGINTERPRETING TEXTS SCALE 4ABLE C -ULTIPLE COMPARISONS OF MEAN PERFORMANCE ON THE READING REmECTION AND EVALUATION SCALE 4ABLE A 6ARIATION IN STUDENT PERFORMANCE ON THE COMBINED READING LITERACY SCALE 4ABLE B 6ARIATION IN STUDENT PERFORMANCE ON THE READINGRETRIEVING INFORMATION SCALE 4ABLE C 6ARIATION IN STUDENT PERFORMANCE ON THE READINGINTERPRETING TEXTS SCALE 4ABLE D 6ARIATION IN STUDENT PERFORMANCE ON THE READINGREmECTION AND EVALUATION SCALE 4ABLE ETWEEN SCHOOL AND WITHIN SCHOOL VARIATION ON THE COMBINED READING LITERACY SCALE 4ABLE 3CHOOLS OR CLASSROOM TEACHERS PASSFAIL THRESHOLD AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE 4ABLE 6ARIATION IN STUDENT PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE 4ABLE 3CHOOLS OR CLASSROOM TEACHERS PASSFAIL THRESHOLD AND PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE 4ABLE 6ARIATION IN STUDENT PERFORMANCE ON THE SCIENTIlC LITERACY SCALE 4ABLE 3CHOOLS OR CLASSROOM TEACHERS PASSFAIL THRESHOLD AND PERFORMANCE ON THE SCIENTIlC LITERACY SCALE 4ABLE ETWEEN SCHOOL AND WITHIN SCHOOL VARIATION IN STUDENT PERFORMANCE ON THE MATHEMATICAL AND SCIENTIlC LITERACY SCALES 4ABLE 3TUDENT PERFORMANCE ON THE COMBINED READING SCIENTIlC AND MATHEMATICAL LITERACY SCALES AND NATIONAL INCOME 4ABLE )NDEX OF INTEREST IN READING AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF INTEREST IN MATHEMATICS AND PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF ENGAGEMENT IN READING AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE 4IME STUDENTS USUALLY SPEND EACH DAY READING FOR ENJOYMENT AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE 4ABLE )NDEX OF CONTROL STRATEGIES AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF MEMORISATION STRATEGIES AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF ELABORATION STRATEGIES AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF CO OPERATIVE LEARNING AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF COMPETITIVE LEARNING AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF INTEREST IN COMPUTERS AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX ON COMFORT WITH AND PERCEIVED ABILITY TO USE COMPUTERS AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE A 3TUDENT PERFORMANCE ON THE COMBINED READING MATHEMATICAL AND SCIENTIlC LITERACY SCALES BY GENDER 4ABLE B 3TUDENT PERFORMANCE ON THE RETRIEVING INFORMATION INTERPRETING TEXTS AND REmECTION AND EVALUATION SCALES BY GENDER 4ABLE A 0ERCENTAGE OF STUDENTS AT EACH LEVEL OF PROlCIENCY ON THE COMBINED READING LITERACY SCALE BY GENDER 4ABLE B 0ERCENTAGE OF STUDENTS SCORING BELOW POINTS AND ABOVE POINTS ON THE MATHEMATICAL LITERACY SCALE
4!,% / #/.4%.43 4ABLE 4IME STUDENTS USUALLY SPEND EACH DAY READING FOR ENJOYMENT 4ABLE A )NDEX OF SELF CONCEPT IN READING BY GENDER AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE B )NDEX OF SELF CONCEPT IN MATHEMATICS BY GENDER AND PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE A )NTERNATIONAL SOCIO ECONOMIC INDEX OF OCCUPATIONAL STATUS )3%) AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE B )NTERNATIONAL SOCIO ECONOMIC INDEX OF OCCUPATIONAL STATUS )3%) AND PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE C )NTERNATIONAL SOCIO ECONOMIC INDEX OF OCCUPATIONAL STATUS )3%) AND PERFORMANCE ON THE SCIENTIlC LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF FAMILY WEALTH AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF POSSESSIONS IN THE FAMILY HOME RELATED TO hCLASSICALv CULTURE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF ACTIVITIES RELATED TO hCLASSICALv CULTURE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF SOCIAL COMMUNICATION WITH PARENTS AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF COMMUNICATION WITH PARENTS RELATED TO ASPECTS OF CULTURE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE 0ERCENTAGE OF STUDENTS AND PERFORMANCE ON THE COMBINED READING MATHEMATICAL AND SCIENTIlC LITERACY SCALES BY LEVEL OF MOTHERS EDUCATION 4ABLE 0ERCENTAGE OF THE ADULT POPULATION WHO HAVE COMPLETED TERTIARY EDUCATION AND THE PROBABILITY OF OBTAINING A TERTIARY QUALIlCATION BY PARENTS LEVEL OF EDUCATION 4ABLE 0ERCENTAGE OF STUDENTS AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY TYPE OF FAMILY STRUCTURE 4ABLE 0ERCENTAGE OF STUDENTS AND PERFORMANCE ON THE COMBINED READING MATHEMATICAL AND SCIENTIlC LITERACY SCALES BY STUDENTS NATIONALITY AND THE NATIONALITY OF THEIR PARENTS 4ABLE 3TUDENT PERFORMANCE ON THE COMBINED READING MATHEMATICAL AND SCIENTIlC LITERACY SCALES BY LANGUAGE SPOKEN AT HOME 4ABLE )NDEX OF TEACHER SUPPORT AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF STUDENT RELATED FACTORS AFFECTING SCHOOL CLIMATE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF DISCIPLINARY CLIMATE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF TEACHER RELATED FACTORS AFFECTING SCHOOL CLIMATE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF PRINCIPALS PERCEPTION OF TEACHERS MORALE AND COMMITMENT AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF TIME SPENT ON HOMEWORK PER WEEK IN THE LANGUAGE OF ASSESSMENT MATHEMATICS AND SCIENCE COURSES AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE 3TUDENT PARTICIPATION IN EDUCATIONAL COURSES OUTSIDE SCHOOL 4ABLE )NDEX OF TEACHER SHORTAGE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF THE QUALITY OF THE SCHOOLS PHYSICAL INFRASTRUCTURE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF THE QUALITY OF THE SCHOOLS EDUCATIONAL RESOURCES AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX
4!,% / #/.4%.43 4ABLE 0ERCENTAGE OF STUDENTS ENROLLED IN SCHOOLS WHICH HAVE AT LEAST SOME RESPONSIBILITY FOR THE FOLLOWING ASPECTS OF SCHOOL POLICY AND MANAGEMENT 4ABLE 0ERCENTAGE OF STUDENTS ENROLLED IN SCHOOLS IN WHICH TEACHERS HAVE AT LEAST SOME RESPONSIBILITY FOR THE FOLLOWING ASPECTS OF SCHOOL POLICY AND MANAGEMENT 4ABLE 0ERCENTAGE OF STUDENTS AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY TYPE OF SCHOOL 4ABLE 2ELATIONSHIP BETWEEN STUDENT PERFORMANCE AND SOCIO ECONOMIC BACKGROUND 4ABLE %FFECTS OF SELECTED FAMILY BACKGROUND AND DEMOGRAPHIC FACTORS ON STUDENT PERFORMANCE ON THE COMBINED READING LITERACY SCALE 4ABLE 6ARIATION IN PERFORMANCE ON THE COMBINED READING LITERACY SCALE EXPLAINED BY SOCIO ECONOMIC BACKGROUND 4ABLE %FFECTS OF THE STUDENTS AND SCHOOLS SOCIO ECONOMIC BACKGROUND ON PERFORMANCE ON THE COMBINED READING LITERACY SCALE 4ABLE %FFECTS OF STUDENT LEVEL AND SCHOOL LEVEL FACTORS ON PERFORMANCE ON THE COMBINED READING MATHEMATICAL AND SCIENTIlC LITERACY SCALES FOR ALL /%#$ COUNTRIES COMBINED 4ABLE A %FFECTS OF STUDENT LEVEL AND SCHOOL LEVEL FACTORS ON PERFORMANCE ON THE COMBINED READING LITERACY SCALE 4ABLE #OUNTRY MEANS OF SELECTED SCHOOL LEVEL INDICES AND THEIR CORRELATION WITH THE SCHOOL MEAN ECONOMIC SOCIAL AND CULTURAL STATUS %3#3 4ABLE 0ERFORMANCE DIFFERENCES BETWEEN THE LEMISH AND RENCH #OMMUNITIES OF ELGIUM AND THE LINGUISTIC COMMUNITIES IN 3WITZERLAND
#HAPTER / Ê Ê*,, Ê, / , / -/1 /Ê-- -- /
#(!04%2 / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì !N OVERVIEW OF 0)3! 4HE /%#$S 0ROGRAMME FOR )NTERNATIONAL 3TUDENT !SSESSMENT 0)3! IS A COLLABORATIVE EFFORT AMONG THE -EMBER COUNTRIES OF THE /%#$ TO MEASURE HOW WELL YOUNG ADULTS AT AGE AND THEREFORE APPROACHING THE END OF COMPULSORY SCHOOLING ARE PREPARED TO MEET THE CHALLENGES OF TODAYS KNOWLEDGE SOCIETIES 4HE ASSESSMENT IS FORWARD LOOKING FOCUSING ON YOUNG PEOPLES ABILITY TO USE THEIR KNOWLEDGE AND SKILLS TO MEET REAL LIFE CHALLENGES RATHER THAN ON THE EXTENT TO WHICH THEY HAVE MASTERED A SPECIFIC SCHOOL CURRICULUM 4HIS ORIENTATION REFLECTS A CHANGE IN THE GOALS AND OBJECTIVES OF CURRICULA THEMSELVES WHICH ARE INCREASINGLY CONCERNED WITH WHAT STUDENTS CAN DO WITH WHAT THEY LEARN AT SCHOOL AND NOT MERELY WITH WHETHER THEY HAVE LEARNED IT 0)3! IS THE MOST COMPREHENSIVE AND RIGOROUS INTERNATIONAL EFFORT TO DATE TO ASSESS STUDENT PERFORMANCE AND TO COLLECT DATA ON THE STUDENT FAMILY AND INSTITUTIONAL FACTORS THAT CAN HELP TO EXPLAIN DIFFERENCES IN PERFORMANCE $ECISIONS ABOUT THE SCOPEANDNATUREOFTHEASSESSMENTSANDTHEBACKGROUNDINFORMATIONTOBECOLLECTED WEREMADEBYLEADINGEXPERTSINPARTICIPATINGCOUNTRIES ANDSTEEREDJOINTLYBYTHEIR GOVERNMENTS ON THE BASIS OF SHARED POLICY DRIVEN INTERESTS 3UBSTANTIAL EFFORTS AND RESOURCES WERE DEVOTED TO ACHIEVING CULTURAL AND LINGUISTIC BREADTH IN THE ASSESS MENT MATERIALS 3TRINGENT QUALITY ASSURANCE MECHANISMS WERE APPLIED IN TRANSLA TION SAMPLING AND DATA COLLECTION!S A CONSEQUENCE THE RESULTS OF 0)3! HAVE A HIGH DEGREE OF VALIDITY AND RELIABILITY AND CAN SIGNIFICANTLY IMPROVE OUR UNDERSTANDING OF THE OUTCOMES OF EDUCATION IN THE WORLDS MOST DEVELOPED COUNTRIES 0)3! IS BASED ON A DYNAMIC MODEL OF LIFELONG LEARNING IN WHICH NEW KNOWLEDGE AND SKILLS NECESSARY FOR SUCCESSFUL ADAPTATION TO A CHANGING WORLD ARE CONTINUOUSLY ACQUIRED THROUGHOUT LIFE 0)3! FOCUSES ON THINGS THAT YEAR OLDS WILL NEED IN THEIR FUTURE LIVES AND SEEKS TO ASSESS WHAT THEY CAN DO WITH WHAT THEY HAVE LEARNED 4HE ASSESSMENT IS INFORMED n BUT NOT CONSTRAINED n BY THE COMMON DENOMINATOR OF NATIONAL CURRICULA 0)3! DOES ASSESS STUDENTS KNOWLEDGE BUT IT ALSO EXAMINES THEIR ABILITY TO REFLECT ON THE KNOWLEDGE AND EXPERIENCE AND TO APPLY THAT KNOWLEDGE AND EXPERIENCE TO REAL WORLD ISSUES OR EXAMPLE IN ORDER TO UNDERSTAND AND EVALUATE SCIENTIFIC ADVICE ON FOOD SAFETY AN ADULT WOULD NEED NOT ONLY TO KNOW SOME BASIC FACTS ABOUT THE COMPOSITION OF NUTRIENTS BUT ALSO TO BE ABLE TO APPLY THAT INFORMATION4HE TERM hLITERACYv IS USED TO ENCAPSULATE THIS BROADER CONCEPTION OF KNOWLEDGE AND SKILLS 4HE FIRST 0)3! SURVEY WAS CONDUCTED IN IN COUNTRIES INCLUDING /%#$ -EMBER COUNTRIES USING WRITTEN TASKS ANSWERED IN SCHOOLS UNDER INDEPENDENTLY SUPERVISED TEST CONDITIONS!NOTHER COUNTRIES WILL COMPLETE THE SAME ASSESSMENT IN SEE IGURE 0)3! SURVEYED READING LITERACY MATHEMATICAL LITERACY AND SCIENTIFIC LITERACY WITH A PRIMARY FOCUS ON READING -EASURES OF ATTITUDES TO LEARNING AND INFORMATION ON HOW STUDENTS MANAGE THEIR OWN LEARNING WERE ALSO OBTAINED IN COUNTRIES AS PART OF AN INTERNATIONAL OPTION 4HE SURVEY WILL BE REPEATED EVERY THREE YEARS WITH THE PRIMARY FOCUS SHIFTING TO MATHEMATICS IN SCIENCE IN AND BACK TO READING IN *-ÊÃiiŽÃÊÌœÊÃÃiÃÃÊ œÜÊÜiÊ£x‡ÞiÀ‡œ`ÃÊ ÀiÊ«Ài«Ài`ÊvœÀʏˆvi½ÃÊ V i˜}ið 7ˆÌ ÊÌ iÊÜœÀ`½Ãʏi`ˆ˜}Ê iÝ«iÀÌÃ]Ê«À̈Vˆ«Ìˆ˜}Ê VœÕ˜ÌÀˆiÃʘ`ÊÌ iÊ Ê ÛiÊVÀiÌi`Êۏˆ`ÊVÀœÃÇ VœÕ˜ÌÀÞÊÃÃiÃÓi˜ÌÃo oœvÊ œÜÊÃÌÕ`i˜ÌÃÊV˜Ê ÕÃiÊÜ ÌÊÌ iÞÊ ÛiÊ iÀ˜i`ʈ˜ÊÀi`ˆ˜}]Ê “Ì i“̈VÃʘ`Ê ÃVˆi˜Vi° *-ÊÓäääÊiÝ“ˆ˜i`Ê Ài`ˆ˜}ʏˆÌiÀVÞʈ˜Ê }ÀiÌiÃÌÊ`ʘÊÊ Vœ˜Ìˆ˜Õˆ˜}ÊVÞVi]Ê*-Ê ÓääÎÊ܈ÊvœVÕÃÊœ˜Ê Ê “Ì i“̈VÊˆÌiÀVÞ]Ê *-ÊÓääÈÊœ˜ÊÃVˆi˜ÌˆvˆVÊ ˆÌiÀVÞ]ʘ`ÊÜʜ˜°
/ iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì #(!04%2 ˆ}ÕÀiÊ£°£ #OUNTRIES PARTICIPATING IN 0)3! !USTRALIA !USTRIA ELGIUM #ANADA #ZECH 2EPUBLIC $ENMARK INLAND RANCE 'ERMANY 'REECE (UNGARY )CELAND )RELAND )TALY *APAN +OREA ,UXEMBOURG -EXICO .ETHERLANDS .EW :EALAND .ORWAY 0OLAND 0ORTUGAL 3PAIN 3WEDEN 3WITZERLAND 5NITED +INGDOM 5NITED 3TATES RAZIL ,ATVIA ,IECHTENSTEIN 2USSIAN EDERATION !LBANIA !RGENTINA ULGARIA #HILE #HINA 3PECIAL !DMINISTRATIVE 2EGION OF (ONG +ONG )NDONESIA )SRAEL ,ITHUANIA -ACEDONIA 0ERU 2OMANIA 4HAILAND 3LOVAK 2EPUBLIC 4URKEY /%#$ COUNTRIES PARTICIPATING IN 0)3! FROM ONWARDS /%#$ COUNTRIES PARTICIPATING IN 0)3! .ON /%#$ COUNTRIES PARTICIPATING IN 0)3! #OUNTRIES WHERE THE ASSESSMENT WILL BE COMPLETED IN
#(!04%2 / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì OX 0)3! AN INTERNATIONALLY STANDARDISED ASSESSMENT OF YEAR OLDS 3AMPLE SIZE s -ORE THAN A QUARTER OF A MILLION STUDENTS REPRESENTING ALMOST MILLION YEAR OLDS ENROLLED IN THE SCHOOLS OF THE PARTICIPATING COUNTRIES WERE ASSESSED IN !NOTHER COUNTRIES WILL ADMINISTER THE SAME ASSESSMENT IN #ONTENT s 0)3! COVERED THREE DOMAINS READING LITERACY MATHEMATICAL LITERACY AND SCIENTIFIC LITERACY s 0)3! LOOKED AT YOUNG PEOPLES ABILITY TO USE THEIR KNOWLEDGE AND SKILLS IN ORDER TO MEET REAL LIFE CHALLENGES RATHER THAN HOW WELL THEY HAD MASTERED A SPECIFIC SCHOOL CURRICULUM s 4HE EMPHASIS WAS PLACED ON THE MASTERY OF PROCESSES THE UNDERSTANDING OF CONCEPTS AND THE ABILITY TO FUNCTION IN VARIOUS SITUATIONS WITHIN EACH DOMAIN s !S PART OF AN INTERNATIONAL OPTION TAKEN UP IN COUNTRIES 0)3! COLLECTED INFORMATION ON STUDENTS ATTITUDES TO LEARNING -ETHODS s 0)3! USED PENCIL AND PAPER ASSESSMENTS LASTING TWO HOURS FOR EACH STUDENT s 0)3! USED BOTH MULTIPLE CHOICE ITEMS AND QUESTIONS REQUIRING STUDENTS TO CONSTRUCT THEIR OWN ANSWERS )TEMS WERE TYPICALLY ORGANISED IN UNITS BASED ON A PASSAGE DESCRIBING A REAL LIFE SITUATION s ! TOTAL OF SEVEN HOURS OF ASSESSMENT ITEMS WAS INCLUDED WITH DIFFERENT STUDENTS TAKING DIFFERENT COMBINATIONS OF THE ASSESSMENT ITEMS s 3TUDENTS ANSWERED A BACKGROUND QUESTIONNAIRE THAT TOOK ABOUT MINUTES TO COMPLETE AND AS PART OF AN INTERNATIONAL OPTION COMPLETED QUESTIONNAIRES ON LEARNING AND STUDY PRACTICES AS WELL AS FAMILIARITY WITH COMPUTERS s 3CHOOL PRINCIPALS COMPLETED A QUESTIONNAIRE ABOUT THEIR SCHOOL /UTCOMES s! PROFILE OF KNOWLEDGE AND SKILLS AMONG YEAR OLDS s #ONTEXTUAL INDICATORS RELATING RESULTS TO STUDENT AND SCHOOL CHARACTERISTICS s! KNOWLEDGE BASE FOR POLICY ANALYSIS AND RESEARCH s 4REND INDICATORS SHOWING HOW RESULTS CHANGE OVER TIME ONCE DATA BECOME AVAILABLE FROM SUBSEQUENT CYCLES OF 0)3! UTURE ASSESSMENTS s 0)3! WILL CONTINUE IN THREE YEAR CYCLES )N THE FOCUS WILL BE ON MATHEMATICS AND IN ON SCIENCE4HE ASSESSMENT OF CROSS CURRICULAR COMPETENCIES IS BEING PROGRESSIVELY INTEGRATED INTO 0)3! BEGINNING WITH AN ASSESSMENT OF PROBLEM SOLVING SKILLS IN
/ iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì #(!04%2 4HIS REPORT SUMMARISES THE PERFORMANCE OF STUDENTS AND USES 0)3! TO ANALYSE WHAT FACTORS PROMOTE SUCCESS IN EDUCATION )T PRESENTS THE DISTRIBUTIONS OF PERFORMANCE IN EACH COUNTRY NOT ONLY AVERAGE SCORES )N ADDITION IT USES BACKGROUND INFORMATION ON STUDENTS THEIR SCHOOLS AND THEIR EDUCATION SYSTEMS TO EXAMINE A RANGE OF FACTORS ASSOCIATED WITH DIFFERENT LEVELS OF PERFORMANCE Y REVEALING PATTERNS OF STUDENT PROFICIENCY IN DIFFERENT COUNTRIES ALONGSIDE INFORMATION ABOUT THE CHARACTERISTICS AND EXPERIENCES OF STUDENTS 0)3! PROVIDES A POWERFUL TOOL TO IMPROVE UNDERSTANDING OF WHAT PROMOTES SUCCESS IN EDUCA TION4HE REMAINDER OF THIS CHAPTER LOOKS IN TURN AT n THE 0)3! APPROACH n WHAT 0)3! MEASURES OVERALL AND WITHIN EACH LITERACY DOMAIN AND THE METHODS THAT WERE EMPLOYED n HOW THE RESULTS CAN BE INTERPRETED AND HOW 0)3! CAN ADD TO THE UNDERSTANDING OF EDUCATION AND LIFELONG LEARNING IN WAYS RELEVANT TO POLICY MAKERS IN EACH COUNTRY n HOW 0)3! WAS DEVELOPED AND n HOW THE REPORT IS ORGANISED 4HE 0)3! APPROACH 0)3! ASSESSES THE LEVELS OF A WIDE RANGE OF KNOWLEDGE AND SKILLS ATTAINED BY YEAR OLDS IN THE PRINCIPAL INDUSTRIALISED COUNTRIES4HE MAIN FEATURES DRIVING THE DEVELOPMENT OF 0)3! HAVE BEEN n ITS POLICY ORIENTATION WITH DESIGN AND REPORTING METHODS DETERMINED BY THE NEED OF GOVERNMENTS TO DRAW POLICY LESSONS n ITS INNOVATIVE APPROACH TO LITERACY NOT ONLY IN READING BUT ALSO IN SCIENCE AND MATHEMATICS n ITS FOCUS ON THE DEMONSTRATION OF KNOWLEDGE AND SKILLS IN A FORM THAT IS RELEVANT TO EVERYDAY LIFE n ITS BREADTH OF GEOGRAPHICAL COVERAGE WITH COUNTRIES PARTICIPATING REPRESENTING ONE THIRD OF THE WORLD POPULATION n ITS REGULARITY WITH A COMMITMENT TO REPEAT THE SURVEY EVERY THREE YEARS n ITS COLLABORATIVE NATURE WITH GOVERNMENTS FROM THE PARTICIPATING COUNTRIES JOINTLY STEERING THE PROJECT AND A CONSORTIUM OF THE WORLDS LEADING INSTITU TIONS IN THE FIELD OF ASSESSMENT APPLYING CUTTING EDGE SCIENTIFIC KNOW HOW 4HROUGH 0)3! /%#$ -EMBER COUNTRIES ARE COLLABORATING TO IMPROVE COMPARATIVE INDICATORS ON THE PERFORMANCE OF EDUCATION SYSTEMS4HE /%#$ PUBLISHES A RANGE OF INDICATORS ANNUALLY IN %DUCATION AT A 'LANCE EG /%#$ 4HESE INDICATORS PROVIDE INFORMATION ON THE HUMAN AND FINANCIAL RESOURCES INVESTED IN EDUCATION ON HOW EDUCATION AND LEARNING SYSTEMS OPERATE AND EVOLVE AND ON THE INDIVIDUAL SOCIAL AND ECONOMIC RETURNS FROM EDUCATIONAL / ˆÃÊÀi«œÀÌÊÃÕ““ÀˆÃiÃÊ Ì iÊ«iÀvœÀ“˜ViÊœvÊ ÃÌÕ`i˜ÌÃʈ˜Ê*-ÊÓäää° *-ʈÃÊÊ“œÀÊ VœLœÀ̈ÛiÊivvœÀÌÊ “œ˜}ÊVœÕ˜ÌÀˆiÃÊÌœÊ ˆ“«ÀœÛiÊi`ÕV̈œ˜Ê «œˆVÞ°°° oLÞÊ``ˆ˜}ÊÊÃÌÀœ˜}]Ê œ˜}œˆ˜}ÊvœVÕÃÊœ˜Ê œÕÌVœ“iÃÊÌœÊÌ iÊ ½ÃÊ ÜœÀŽÊœ˜Êˆ˜ÌiÀ˜Ìˆœ˜Ê i`ÕV̈œ˜Êˆ˜`ˆVÌœÀðÊ
#(!04%2 / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì INVESTMENT )N THE PAST THE ABSENCE OF REGULAR AND RELIABLE INDICATORS OF EDUCATIONAL OUTCOMES ACROSS COUNTRIES ESPECIALLY INDICATORS OF KNOWLEDGE AND SKILLS HAS BEEN A SIGNIFICANT GAP IN THE AVAILABLE DATA7ITHOUT SUCH INDICATORS POLICY MAKERS TAXPAYERS EDUCATORS AND PARENTS LACK A MEANS OF JUDGING THE COMPARATIVE EFFECTIVENESS OF THEIR EDUCATION SYSTEMS )N RESPONSE THE /%#$ HAS BEEN WORKING WITH -EMBER COUNTRIES TO MEASURE SKILLS DIRECTLY THROUGH INTERNATIONAL COMPARATIVE SURVEYS4HE )NTERNATIONAL!DULT ,ITERACY 3URVEY )!,3 JOINTLY CONDUCTED BETWEEN AND BY 3TATISTICS #ANADA AND THE /%#$ PROVIDED A COMPARATIVE ASSESSMENT FOR ADULTS0)3! IS NOW ADDING MEASURES OF SKILLS FOR LIFE AMONG SCHOOL AGE STUDENTS )N ORDER TO ENSURE THE COMPARABILITY OF THE RESULTS 0)3! NEEDS TO ASSESS COMPARABLE TARGET POPULATIONS $IFFERENCES BETWEEN COUNTRIES IN THE NATURE AND EXTENT OF PRE PRIMARY EDUCATION AND CARE IN THE AGE OF ENTRY TO FORMAL SCHOOLING AND IN THE STRUCTURE OF THE EDUCATION SYSTEM DO NOT ALLOW SCHOOL GRADES TO BE DEFINED SO THAT THEY ARE INTERNATIONALLY COMPARABLE6ALID INTERNATIONAL COMPARI SONS OF EDUCATIONAL PERFORMANCE MUST THEREFORE DEFINE THEIR POPULATIONS WITH REFERENCE TO A TARGET AGE 0)3! COVERS STUDENTS WHO ARE AGED BETWEEN YEARS MONTHS AND YEARS MONTHS AT THE TIME OF THE ASSESSMENT REGARDLESS OF THE GRADE OR TYPE OF INSTITUTION IN WHICH THEY ARE ENROLLED AND OF WHETHER THEY ARE IN FULL TIME OR PART TIME EDUCATION 0)3! EXCLUDES YEAR OLDS NOT ENROLLED IN EDUCATIONAL INSTITUTIONS )N THE REMAINDER OF THIS REPORT h YEAR OLDSv IS USED AS A SHORTHAND TO DENOTE THIS POPULATION7ITH THE EXCEPTION OF RAZIL ,UXEMBOURG AND 0OLAND AT LEAST PER CENT OF THIS TARGET POPULATION WAS COVERED IN 0)3! BY THE ACTUAL SAMPLES AND MORE THAN PER CENT IN THE MAJORITY OF COUNTRIES FOR FURTHER INFORMATION ON THE DEFINITION OF THE 0)3! POPULATION AND THE COVERAGE OF SAMPLES SEE!NNEX! 4HIS HIGH LEVEL OF COVERAGE CONTRIBUTES TO THE COMPARABIL ITY OF THE ASSESSMENT RESULTS !S A RESULT THIS REPORT IS ABLE TO MAKE STATEMENTS ABOUT THE KNOWLEDGE AND SKILLS OF INDIVIDUALS BORN IN THE SAME YEAR AND STILL AT SCHOOL AT YEARS OF AGE BUT HAVING DIFFERING EDUCATIONAL EXPERIENCES BOTH WITHIN AND OUTSIDE SCHOOL 4HE NUMBER OF SCHOOL GRADES IN WHICH THESE STUDENTS ARE TO BE FOUND DEPENDS ON A COUNTRYS POLICIES ON SCHOOL ENTRY AND PROMOTION URTHERMORE IN SOME COUNTRIES STUDENTS IN THE 0)3! TARGET POPULATION REPRESENT DIFFERENT EDUCATION SYSTEMS TRACKS OR STREAMS 7HAT 0)3! MEASURES )NTERNATIONAL EXPERTS FROM /%#$ -EMBER COUNTRIES DEFINED EACH OF THE THREE LITERACY DOMAINS EXAMINED IN 0)3! n READING SCIENCE AND MATH EMATICS n AND DREW UP A FRAMEWORK FOR ASSESSING IT /%#$ A 4HE CON CEPT OF LITERACY USED IN 0)3! IS MUCH BROADER THAN THE HISTORICAL NOTION OF THE ABILITY TO READ AND WRITE ,ITERACY IS MEASURED ON A CONTINUUM NOT AS SOME THING THAT AN INDIVIDUAL EITHER DOES OR DOES NOT HAVE )T MAY BE NECESSARY OR DESIRABLE FOR SOME PURPOSES TO DEFINE A POINT ON A LITERACY CONTINUUM BELOW / iÊ«œ«ÕÌˆœ˜ÊÃÕÀÛiÞi`Ê ˆÃÊ£x‡ÞiÀ‡œ`ÃÊi˜Àœi`Ê ˆ˜Êi`ÕV̈œ˜]ÊvՏ‡Ìˆ“iÊ œÀÊ«À̇̈“i°°° oi˜Lˆ˜}ÊVÀœÃÇ VœÕ˜ÌÀÞÊVœ“«ÀˆÃœ˜ÃÊœvÊ Ì iʈ“«VÌÊœvÊ`ˆvviÀˆ˜}Ê i`ÕV̈œ˜ÊiÝ«iÀˆi˜Við *-Ê“iÃÕÀiÃÊÀi`ˆ˜}]Ê “Ì i“̈VÊ˜`ÊÃVˆi˜ÌˆvˆVÊ ˆÌiÀVÞÊœ˜ÊVœ˜Ìˆ˜ÕœÕÃÊ ÃViÃ]ÊÀÌ iÀÊÌ ˜ÊÈ“«ÞÊ `ˆÛˆ`ˆ˜}Ê«iœ«iʈ˜ÌœÊÌ œÃiÊ Ü œÊÀiʺˆÌiÀÌi»Ê˜`ÊÌ œÃiÊ Ü œÊÀiʘœÌ°
/ iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì #(!04%2 WHICH LEVELS OF COMPETENCE ARE CONSIDERED INADEQUATE BUT THE UNDERLYING VARIABILITY IS IMPORTANT! LITERATE PERSON HAS A RANGE OF COMPETENCIES4HERE IS NO PRECISE DIVIDING LINE BETWEEN A PERSON WHO IS FULLY LITERATE AND ONE WHO IS NOT 4HE ACQUISITION OF LITERACY IS A LIFELONG PROCESS n TAKING PLACE NOT JUST AT SCHOOL OR THROUGH FORMAL LEARNING BUT ALSO THROUGH INTERACTIONS WITH PEERS COLLEAGUES AND WIDER COMMUNITIES IFTEEN YEAR OLDS CANNOT BE EXPECTED TO HAVE LEARNED EVERYTHING THEY WILL NEED TO KNOW AS ADULTS BUT THEY MUST HAVE A SOLID FOUNDATION OF KNOWLEDGE IN AREAS SUCH AS READING MATHEMATICS AND SCIENCE )N ORDER TO CONTINUE LEARNING IN THESE DOMAINS AND TO APPLY THEIR LEARNING TO THE REAL WORLD THEY ALSO NEED TO UNDERSTAND ELEMENTARY PROCESSES AND PRINCIPLES AND TO USE THESE FLEXIBLY IN DIFFERENT SITUATIONS)T IS FOR THIS REASON THAT 0)3! ASSESSES THE ABILITY TO COMPLETE TASKS RELATING TO REAL LIFE DEPENDING ON A BROAD UNDERSTANDING OF KEY CONCEPTS RATHER THAN ASSESSING THE POSSESSION OF SPECIFIC KNOWLEDGE !S WELL AS ASSESSING COMPETENCIES IN THE THREE CORE DOMAINS 0)3! AIMS PROGRESSIVELY TO EXAMINE COMPETENCIES ACROSS DISCIPLINARY BOUNDARIES 0)3! ASSESSED STUDENT MOTIVATION OTHER ASPECTS OF STUDENTS ATTITUDES TOWARDS LEARNING FAMILIARITY WITH COMPUTERS AND UNDER THE HEADING hSELF REGULATED LEARNINGv ASPECTS OF STUDENTSSTRATEGIES FOR MANAGING AND MONITORING THEIR OWN LEARNING )N SUBSEQUENT 0)3! SURVEYS FURTHER hCROSS CURRICULAR COMPETENCIESv SUCH AS PROBLEM SOLVING AND SKILLS IN INFORMATION TECHNOLOGIES WILL PLAY A GROWING ROLE 4O WHAT EXTENT DOES 0)3! SUCCEED IN MEASURING hSKILLS FOR LIFEv 4HE ANSWER WILL BE BASED NOT ONLY ON SUBJECTIVE JUDGEMENTS ABOUT WHAT IS IMPORTANT IN LIFE BUT ALSO ON EVIDENCE OF WHETHER PEOPLE WITH THE HIGH LEVELS OF SKILLS OF THE TYPE WHICH 0)3! MEASURES ARE ACTUALLY LIKELY TO SUCCEED IN LIFE !LTHOUGH THE FUTURE OUTCOMES FOR THE STUDENTS PARTICIPATING IN 0)3! CANNOT YET BE KNOWN THE )NTERNATIONAL !DULT ,ITERACY 3URVEY )!,3 SHOWS THAT ADULTS READING AND MATHEMATICAL LITERACY SKILLS ARE CLOSELY RELATED TO THEIR LABOUR MARKET SUC CESS AND EARNINGS AND HAVE AN EFFECT THAT IS INDEPENDENT OF THEIR EDUCATIONAL ATTAINMENT SEE OX 4HE DOMAINS COVERED BY 0)3! ARE DEFINED IN TERMS OF n THE CONTENT OR STRUCTURE OF KNOWLEDGE THAT STUDENTS NEED TO ACQUIRE IN EACH DOMAIN EG FAMILIARITY WITH SCIENTIFIC CONCEPTS OR VARIOUS TEXT TYPES n THE PROCESSES THAT NEED TO BE PERFORMED EG RETRIEVING WRITTEN INFORMATION FROM A TEXT AND n THE CONTEXTS IN WHICH KNOWLEDGE AND SKILLS ARE APPLIED EG MAKING DECISIONS IN RELATION TO ONES PERSONAL LIFE OR UNDERSTANDING WORLD AFFAIRS ˆÌiÀVÞÊVµÕˆÃˆÌˆœ˜ÊˆÃÊ Êˆviœ˜}Ê«ÀœViÃÃÊ*-Ê Ì iÀivœÀiÊÃÃiÃÃiÃÊ ÃÌÕ`i˜ÌýÊV«VˆÌÞÊÌœÊ Vœ˜Ìˆ˜ÕiʏiÀ˜ˆ˜}o o˜`ÊÌ iˆÀÊLˆˆÌÞÊÌœÊÕÃiÊ Ž˜œÜi`}iʈ˜ÊÀiÊˆvi° ˜œÜi`}iʈÃÊÃÃiÃÃi`ÊÊ ˆ˜ÊÌiÀ“ÃÊœvÊVœ˜Ìi˜Ì]Ê «ÀœViÃÃiÃʘ`ÊVœ˜ÌiÝÌð
#(!04%2 / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì OX $OES HIGHER READING LITERACY IMPROVE THE PROSPECTS FOR EMPLOYMENT 4HE )NTERNATIONAL !DULT ,ITERACY 3URVEY )!,3 FOUND THAT PEOPLE WITH HIGHER LEVELS OF READING LITERACY ARE MORE LIKELY TO BE EMPLOYED AND TO HAVE HIGHER AVERAGE SALARIES THAN THOSE WITH LOWER LEVELS /%#$ AND 3TATISTICS #ANADA )S THIS SIMPLY BECAUSE THEY HAVE BETTER EDUCATIONAL QUALIFICATIONS )F IT IS THEN )!,3 AND 0)3! WOULD AT BEST BE MEASURING COMPETENCIES THAT HELP PEOPLE TO GAIN A BETTER EDUCATION AND THROUGH IT BETTER JOBS )N )!,3 ADULTS WHO HAD COMPLETED SOME FORM OF TERTIARY EDUCATION SCORED ON AVERAGE BETWEEN ONE AND TWO READING LITERACY LEVELS HIGHER THAN THOSE WHO DID NOT COMPLETE SECONDARY EDUCATION BUT THERE WERE SIG NIFICANT NUMBERS OF ADULTS IN THE PARTICIPATING COUNTRIES WITH A HIGH LEVEL OF READING LITERACY AND A LOW LEVEL OF EDUCATION OR VICE VERSA -OST IMPORTANTLY READING LITERACY LEVELS CAN HELP TO PREDICT HOW WELL PEOPLE WILL DO IN THE LABOUR MARKET OVER AND ABOVE WHAT CAN BE PREDICTED FROM THEIR EDUCATIONAL QUALIFICATIONS ALONE IGURE ILLUSTRATES THIS BY SHOWING THE LIKELIHOOD OF YOUNG PEOPLE WITH DIFFERENT COMBINATIONS OF READING LITERACY AND EDUCATION HAVING A WHITE COLLAR HIGHLY SKILLED JOB 4HE GAPS BETWEEN )!,3 PROSE LITERACY SCORE ˆ}ÕÀiÊ£°Ó %DUCATION LITERACY AND THE PROBABILITY OF HAVING A WHITE COLLAR HIGHLY SKILLED JOB 0ROBABILITY OF EMPLOYMENT IN THE WHITE COLLAR HIGHLY SKILLED BUSINESS SECTOR BY LEVEL OF EDUCATION AND INCREASING LITERACY SCORE ALL COUNTRIES COMBINED )!,3 PROSE SCALE POPULATION AGED 3OURCE /%#$ AND 3TATISTICS #ANADA 0ROBABILITY #OMPLETED TERTIARY EDUCATION #OMPLETED UPPER SECONDARY EDUCATION 7ITH LESS THAN UPPER SECONDARY EDUCATION
/ iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì #(!04%2 -ATERIALS IN 0)3! ARE DESIGNED TO ASSESS STUDENTS IN EACH OF THE THREE DOMAINS )N ORDER TO OBTAIN A DEEPER UNDERSTANDING OF EACH DOMAIN OVER TIME HOWEVER EACH CYCLE OF 0)3! EMPHASISES ONE DOMAIN 0)3! CONCENTRATED ON READING LITERACY TO WHICH TWO THIRDS OF ASSESSMENT TIME WERE DEVOTED #ONSEQUENTLY MOST OF THIS REPORT DISCUSSES THE RESULTS OF 0)3! IN THE FIELD OF READING LITERACY )N THE OTHER TWO DOMAINS THE REPORT PROVIDES A SUMMARY PROFILE OF SKILLS )N 0)3! WILL LOOK MORE CLOSELY AT MATHEMATICAL LITERACY AND IN AT SCIENTIFIC LITERACY 2EADING LITERACY IN 0)3! 2EADING LITERACY IS DEFINED IN 0)3! AS THE ABILITY TO UNDERSTAND USE AND REFLECT ON WRITTEN TEXTS IN ORDER TO ACHIEVE ONES GOALS TO DEVELOP ONES KNOWLEDGE AND POTENTIAL AND TO PARTICIPATE EFFECTIVELY IN SOCIETY4HIS DEFINITION GOES BEYOND THE NOTION THAT READING LITERACY MEANS DECODING WRITTEN MATERIAL AND LITERAL COMPREHENSION 2EADING INCORPORATES UNDERSTANDING AND REFLECTING ON TEXTS ,ITERACY INVOLVES THE ABILITY OF INDIVIDUALS TO USE WRITTEN INFORMATION TO FULFIL THEIR GOALS AND THE CONSEQUENT ABILITY OF COMPLEX MODERN SOCIETIES TO USE WRITTEN INFORMATION TO FUNCTION EFFECTIVELY 0)3! EMPLOYED ABOUT ITEMS REPRESENTING THE KINDS OF READING LITERACY THAT YEAR OLDS WOULD REQUIRE IN THE FUTURE %XAMPLES OF THE ASSESSMENT ITEMS USED IN 0)3! TO ASSESS READING LITERACY CAN BE FOUND IN #HAPTER AND THE 0)3! 7EB SITE WWWPISAOECDORG 2EADERS RESPOND TO A GIVEN TEXT IN A VARIETY OF WAYS AS THEY SEEK TO USE AND UNDERSTAND WHAT THEY ARE READING4HIS DYNAMIC PROCESS HAS MANY DIMENSIONS THREE OF WHICH WERE USED TO CONSTRUCT THE 0)3! ASSESSMENTS THE LINES SHOW THE EFFECTS OF INCREASING LEVELS OF EDUCATION THE SLOPES OF THE LINES SHOW THE EFFECT OF HIGHER READING LITERACY AT A GIVEN LEVEL OF EDUCATION OR A PERSON WHO IS BETWEEN AND YEARS OF AGE AND WORKING IN THE BUSINESS SECTOR THE PROBABILITY OF WORKING IN A WHITE COLLAR HIGHLY SKILLED JOB RISES RAPIDLY WITH AN INCREASE IN READING LITERACY SKILLS4HE INDEPENDENT EFFECT OF READING LITERACY ON LABOUR MARKET OUTCOMES IS COMPARABLE TO THE INDEPENDENT EFFECT OF EDUCATIONAL QUALIFICATIONS 3OMEONE WITH MEDIUM QUALIFICATIONS UPPER SECONDARY ONLY HAS A TWO IN FIVE CHANCE OF BEING IN A HIGH LEVEL JOB IF THEIR READING LITERACY LEVEL IS AT THE LOW END OF THE SCALE AND A FOUR IN FIVE CHANCE IF IT IS A HIGH SCORE #ONVERSELY SOMEONE WITH A MEDIUM LEVEL OF READING LITERACY A SCORE OF HAS A TWO IN FIVE CHANCE OF GETTING SUCH AS JOB WITH A LOW LEVEL OF EDUCATION LOWER SECONDARY EDUCATION ONLY AND MORE THAN A FOUR IN FIVE CHANCE WITH A HIGH LEVEL OF EDUCATION A TERTIARY QUALIFICATION 3OURCE /%#$ AND 3TATISTICS #ANADA *-Ê`ivˆ˜iÃÊÀi`ˆ˜}Ê ˆÌiÀVÞÊÃÊÌ iÊLˆˆÌÞÊ ÌœÊÕ˜`iÀÃ̘`]ÊÕÃiʘ`Ê ÀiviVÌÊœ˜ÊÜÀˆÌÌi˜ÊÌiÝÌÃÊ ˆ˜ÊœÀ`iÀÊ̜ʫÀ̈Vˆ«ÌiÊ ivviV̈ÛiÞʈ˜Êˆvi° *-ÊÀi`ˆ˜}ʏˆÌiÀVÞÊ ÌÃŽÃoÊ
#(!04%2 / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì n 4HE FORM OF READING MATERIAL OR TEXT -ANY PAST ASSESSMENTS OF READING LITERACY HAVE FOCUSED ON PROSE ORGANISED IN SENTENCES AND PARAGRAPHS OR hCONTINUOUS TEXTSv 0)3! INCLUDES CONTINUOUS PROSE PASSAGES AND DISTINGUISHES BETWEEN DIFFERENT TYPES OF PROSE SUCH AS NARRATION EXPOSITION AND ARGUMENTATION )N ADDITION 0)3! INCLUDES hNON CONTINUOUS TEXTSv WHICH PRESENT INFORMATION IN OTHER WAYS INCLUDING LISTS FORMS GRAPHS AND DIAGRAMS4HIS VARIETY IS BASED ON THE PRINCIPLE THAT INDIVIDUALS ENCOUNTER A RANGE OF WRITTEN TEXTS AT SCHOOL AND IN ADULT LIFE THAT REQUIRE DIFFERENT INFORMATION PROCESSING TECHNIQUES LEXIBILITY OR THE SKILL TO MATCH THE TYPE OF TEXT TO THE TECHNIQUES THAT ARE APPROPRIATE FOR LOCATING RELEVANT INFORMATION IN THE TEXT CHARACTERISES EFFICIENT READING n 4HE TYPE OF READING TASK4HIS IS DETERMINED AT ONE LEVEL BY THE COGNITIVE SKILLS THAT ARE NEEDED TO BE AN EFFECTIVE READER AND AT ANOTHER BY THE CHARACTERISTICS OF THE QUESTIONS IN 0)3!4HE FOCUS OF 0)3! IS ON hREADING TO LEARNv RATHER THAN hLEARNING TO READv 3TUDENTS ARE THUS NOT ASSESSED ON THE MOST BASIC READING SKILLS IT IS ASSUMED THAT MOST YEAR OLDS HAVE ALREADY ACQUIRED THESE 2ATHER THEY ARE EXPECTED TO DEMONSTRATE THEIR PROFICIENCY IN RETRIEVING INFORMATION UNDERSTANDING TEXTS AT A GENERAL LEVEL INTERPRETING THEM REFLECTING ON THE CONTENT AND FORM OF TEXTS IN RELATION TO THEIR OWN KNOWLEDGE OF THE WORLD AND EVALUATING AND ARGUING THEIR OWN POINT OF VIEW n 4HE USE FOR WHICH THE TEXT WAS CONSTRUCTED ITS CONTEXT OR SITUATION OR EXAMPLE A NOVEL PERSONAL LETTER OR BIOGRAPHY IS WRITTEN FOR PEOPLES hPRIVATEv USE /FFICIAL DOCUMENTS OR ANNOUNCEMENTS ARE FOR hPUBLICv USE ! MANUAL OR REPORT MAY BE FOR hOCCUPATIONALv USE AND A TEXTBOOK OR WORKSHEET FOR hEDUCATIONALv USE -ATHEMATICAL LITERACY IN 0)3! -ATHEMATICAL LITERACY IS DEFINED IN 0)3! AS THE CAPACITY TO IDENTIFY UNDERSTAND AND ENGAGE IN MATHEMATICS AND TO MAKE WELL FOUNDED JUDGEMENTS ABOUT THE ROLE THAT MATHEMATICS PLAYS IN AN INDIVIDUALS CURRENT AND FUTURE PRIVATE LIFE OCCUPATIONAL LIFE SOCIAL LIFE WITH PEERS AND RELATIVES AND LIFE AS A CONSTRUCTIVE CONCERNED AND REFLECTIVE CITIZEN!S WITH READING THE DEFINITION REVOLVES AROUND THE WIDER USES OF MATHEMATICS IN PEOPLES LIVES RATHER THAN BEING LIMITED TO MECHANICAL OPERATIONS h-ATHEMATICAL LITERACYv IS USED HERE TO INDICATE THE ABILITY TO PUT MATHEMATICAL KNOWLEDGE AND SKILLS TO FUNCTIONAL USE RATHER THAN JUST MASTERING THEM WITHIN A SCHOOL CURRICULUM 4O hENGAGE INv MATHEMATICS COVERS NOT SIMPLY PHYSICAL OR SOCIAL ACTIONS SUCH AS DECIDING HOW MUCH CHANGE TO GIVE SOMEONE IN A SHOP BUT ALSO WIDER USES INCLUDING TAKING A POINT OF VIEW AND APPRECIATING THINGS EXPRESSED MATHEMATICALLY SUCH AS HAVING AN OPINION ABOUT A GOVERNMENTS SPENDING PLANS -ATHEMATICAL LITERACY ALSO IMPLIES THE ABILITY TO POSE AND SOLVE MATHEMATICAL PROBLEMS IN A VARIETY OF SITUATIONS AS WELL AS THE INCLINATION TO DO SO WHICH OFTEN RELIES ON PERSONAL TRAITS SUCH AS SELF CONFIDENCE AND CURIOSITY oÀiÊLÃi`Êœ˜ÊÊÛÀˆiÌÞÊ œvÊÌiÝÌÊvœÀ“Ã]ʘœÌʍÕÃÌÊ «ÀœÃi° -ÌÕ`i˜ÌÃÊÀiÊiÝ«iVÌi`ÊÌœÊ ÀiÌÀˆiÛiʈ˜vœÀ“̈œ˜Ê vÀœ“ÊÊÌiÝÌ]ÊÌœÊ Õ˜`iÀÃ̘`ʈÌʘ`ÊÌœÊ ÀiviVÌÊœ˜ÊˆÌo oʘ`ÊÌœÊÀiÌiʈÌÊÌœÊÊ ÛÀˆiÌÞÊœvÊÈÌṎœ˜Ãʈ˜Ê Ü ˆV ÊÜÀˆÌÌi˜Ê“ÌiÀˆÃÊ ÀiÊi˜VœÕ˜ÌiÀi`° *-Ê`ivˆ˜iÃÊ “Ì i“̈VÊˆÌiÀVÞÊÃÊ Ì iÊLˆˆÌÞÊÌœÊvœÀ“ՏÌiÊ ˜`ÊÃœÛiÊ“Ì i“̈VÊ «ÀœLi“Ãʈ˜ÊÈÌṎœ˜ÃÊ i˜VœÕ˜ÌiÀi`ʈ˜Êˆvi°
/ iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì #(!04%2 )N ORDER TO TRANSFORM THIS DEFINITION INTO AN ASSESSMENT OF MATHEMATICAL LITERACY THREE BROAD DIMENSIONS WERE IDENTIFIED FOR USE IN 0)3! n 4HE CONTENT OF MATHEMATICS#ONTENT IS DEFINED PRIMARILY IN TERMS OF CLUSTERS OF RELEVANT CONNECTED MATHEMATICAL CONCEPTS THAT APPEAR IN REAL SITUATIONS AND CONTEXTS 4HESE INCLUDE QUANTITY SPACE AND SHAPE CHANGE AND RELATIONSHIPS AND UNCERTAINTY4HE CHOICE OF THESE TOPICS DOES NOT MEAN THAT MORE SPECIFIC STRANDS OF THE SCHOOL CURRICULUM SUCH AS NUMBERS ALGEBRA AND GEOMETRY HAVE BEEN IGNORED 0)3! ESTABLISHED TASKS THAT REQUIRED STUDENTS TO HAVE MASTERED A BALANCED MATHEMATICAL CURRICULUM (OWEVER DUE TO THE FACT THAT MATHEMATICS WAS ONLY A MINOR DOMAIN IN 0)3! THE SCOPE OF THE ASSESSMENT IN THIS AREA WAS MORE LIMITED WITH AN EMPHASIS ON CHANGE AND RELATIONSHIPS AND SPACE AND SHAPE4HESE CONCEPTS WERE SELECTED TO ALLOW A WIDE RANGE OF CURRICULUM STRANDS TO BE REPRESENTED WITHOUT GIVING UNDUE WEIGHT TO NUMBER SKILLS n 4HE PROCESS OF MATHEMATICS 1UESTIONS IN 0)3! ARE STRUCTURED AROUND DIFFERENT TYPES OF SKILLS NEEDED FOR MATHEMATICS 3UCH SKILLS ARE ORGANISED INTO THREE hCOMPETENCY CLUSTERSv THE FIRST CLUSTER n REPRODUCTION n CONSISTS OF SIMPLE COMPUTATIONS OR DEFINITIONS OF THE TYPE MOST FAMILIAR IN CONVENTIONAL ASSESSMENTS OF MATHEMATICS THE SECOND n CONNECTIONS n REQUIRES THE BRINGING TOGETHER OF MATHEMATICAL IDEAS AND PROCEDURES TO SOLVE STRAIGHTFORWARD AND SOMEWHAT FAMILIAR PROBLEMS AND THE THIRD CLUSTER n REFLECTION n CONSISTS OF MATHEMATICAL THINKING GENERALISATION AND INSIGHT AND REQUIRES STUDENTS TO ENGAGE IN ANALYSIS TO IDENTIFY THE MATHEMATICAL ELEMENTS IN A SITUATION AND TO POSE THEIR OWN PROBLEMS n 4HE SITUATIONS IN WHICH MATHEMATICS IS USED -ATHEMATICAL LITERACY IS ASSESSED BY GIVING STUDENTS hAUTHENTICv TASKS n BASED ON SITUATIONS WHICH WHILE SOMETIMES FICTIONAL REPRESENT THE KINDS OF PROBLEM ENCOUNTERED IN REAL LIFE4HE SITUATIONS VARY IN TERMS OF hDISTANCEv FROM INDIVIDUALS n FROM THOSE AFFECTING PEOPLE DIRECTLY EG DECIDING WHETHER A PURCHASE OFFERS VALUE FOR MONEY TO SCIENTIFIC PROBLEMS OF MORE GENERAL INTEREST )N ORDER OF CLOSENESS TO THE STUDENT THE SITUATIONS ARE CLASSIFIED AS PRIVATE LIFEPERSONAL SCHOOL LIFE WORK AND SPORTS LOCAL COMMUNITY AND SOCIETY AND SCIENTIFIC 3CIENTIFIC LITERACY IN 0)3! 3CIENTIFIC LITERACY RELATES TO THE ABILITY TO THINK SCIENTIFICALLY IN A WORLD IN WHICH SCIENCE AND TECHNOLOGY SHAPE LIVES 3UCH LITERACY REQUIRES AN UNDERSTANDING OF SCIENTIFIC CONCEPTS AS WELL AS AN ABILITY TO APPLY A SCIENTIFIC PERSPECTIVE 0)3! DEFINES SCIENTIFIC LITERACY AS THE CAPACITY TO USE SCIENTIFIC KNOWLEDGE TO IDENTIFY QUESTIONS AND TO DRAW EVIDENCE BASED CONCLUSIONS IN ORDER TO UNDERSTAND AND HELP MAKE DECISIONS ABOUT THE NATURAL WORLD AND THE CHANGES MADE TO IT THROUGH HUMAN ACTIVITY 3CIENTIFIC LITERACY IS CONSIDERED A KEY OUTCOME OF EDUCATION BY AGE FOR ALL STUDENTS WHETHER OR NOT THEY CONTINUE TO LEARN SCIENCE THEREAFTER 3CIENTIFIC *-Ê“Ì i“̈VÊ ˆÌiÀVÞÊÌÃŽÃo oÀiµÕˆÀiÊÃÌÕ`i˜ÌÃÊÌœÊLiÊ v“ˆˆÀÊÜˆÌ ÊŽiÞÊ “Ì i“̈VÊ Vœ˜Vi«ÌÃ]o oÊÌœÊÀi«Àœ`ÕViÊÃ̘`À`Ê “Ì i“̈VÊ œ«iÀ̈œ˜Ã]Ê̜ʓŽiÊ Vœ˜˜iV̈œ˜Ãʘ`ÊÌœÊ i˜}}iʈ˜Ê܈`iÀÊ “Ì i“̈VÊ Ì ˆ˜Žˆ˜}]o oˆ˜ÊÛÀˆœÕÃÊÀi‡ˆviÊ ÃˆÌṎœ˜Ã° *-Ê`ivˆ˜iÃÊÃVˆi˜ÌˆvˆVÊ ˆÌiÀVÞÊÃÊÌ iÊLˆˆÌÞÊÌœÊ Ì ˆ˜ŽÊÃVˆi˜ÌˆvˆVÞo oˆ˜ÊÌ iÊLiˆivÊÌ ÌÊÃÕV Ê Ì ˆ˜Žˆ˜}ʈÃʘii`i`ÊLÞÊ Ì iÊ“˜Þ]ʘœÌÊÌ iÊviÜ°
#(!04%2 / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì THINKING IS REQUIRED BY CITIZENS NOT JUST SCIENTISTS 4HE INCLUSION OF SCIENTIFIC LITERACY AS A GENERAL COMPETENCY FOR LIFE REFLECTS THE GROWING CENTRALITY OF SCIENTIFIC AND TECHNOLOGICAL QUESTIONS 4HE DEFINITION USED IN 0)3! DOES NOT IMPLY THAT TOMORROWS ADULTS WILL NEED LARGE RESERVES OF SCIENTIFIC KNOWLEDGE 4HE KEY IS TO BE ABLE TO THINK SCIENTIFICALLY ABOUT THE EVIDENCE THAT THEY WILL ENCOUNTER 0)3! WAS DEVELOPED AROUND THREE DIMENSIONS OF SCIENTIFIC LITERACY n 3CIENTIFIC CONCEPTS 3TUDENTS NEED TO GRASP A NUMBER OF KEY CONCEPTS IN ORDER TO UNDERSTAND CERTAIN PHENOMENA OF THE NATURAL WORLD AND THE CHANGES MADE TO IT THROUGH HUMAN ACTIVITY 4HESE ARE THE BROAD INTEGRATING IDEAS THAT HELP TO EXPLAIN ASPECTS OF THE PHYSICAL ENVIRONMENT 0)3! ASKS QUESTIONS THAT BRING TOGETHER CONCEPTS DRAWN FROM PHYSICS CHEMISTRY THE BIOLOGICAL SCIENCES AND EARTH AND SPACE SCIENCES -ORE SPECIFICALLY CONCEPTS ARE DRAWN FROM A NUMBER OF THEMES INCLUDING BIODIVERSITY FORCES AND MOVEMENT AND PHYSIOLOGICAL CHANGE n 3CIENTIFIC PROCESSES 0)3! ASSESSES THE ABILITY TO USE SCIENTIFIC KNOWLEDGE AND UNDERSTANDING NAMELY STUDENTS ABILITY TO ACQUIRE INTERPRET AND ACT ON EVIDENCE 0)3! EXAMINES FIVE SUCH PROCESSES THE RECOGNITION OF SCIENTIFIC QUESTIONS THE IDENTIFICATION OF EVIDENCE THE DRAWING OF CONCLUSIONS THE COMMUNI CATION OF THESE CONCLUSIONSAND THE DEMONSTRATION OF UNDERSTANDING OF SCIENTIFIC CONCEPTS n 3CIENTIFIC SITUATIONS AND AREAS OF APPLICATION4HE CONTEXT OF SCIENTIFIC LITERACY IN 0)3! IS PRINCIPALLY EVERYDAY LIFE RATHER THAN THE CLASSROOM OR LABORATORY !S WITH THE OTHER FORMS OF LITERACY THE CONTEXT THUS INCLUDES ISSUES THAT HAVE A BEARING ON LIFE IN GENERAL AS WELL AS MATTERS OF DIRECT PERSONAL CONCERN 1UESTIONS IN 0)3! WERE GROUPED IN THREE AREAS IN WHICH SCIENCE IS APPLIED SCIENCE IN LIFE AND HEALTH SCIENCE IN EARTH AND THE ENVIRONMENT AND SCIENCE IN TECHNOLOGY (OW 0)3! ASSESSES STUDENTS AND COLLECTS INFORMATION 0)3! WAS CAREFULLY DESIGNED BY AN INTERNATIONAL NETWORK OF LEADING INSTITUTIONS AND EXPERTS TO SERVE THE PURPOSES DESCRIBED ABOVE %ACH STUDENT PARTICIPATED IN HISHER OWN SCHOOL IN A WRITTEN ASSESSMENT SESSION OF TWO HOURS AND SPENT ABOUT HALF AN HOUR RESPONDING TO A QUESTIONNAIRE ABOUT HIMSELF OR HERSELF 3CHOOL PRINCIPALS WERE ASKED TO GIVE FURTHER INFORMATION ON SCHOOL CHARACTERISTICS IN ANOTHER MINUTE QUESTIONNAIRE 4HE STUDENT ASSESSMENTS FOLLOWED THE SAME PRINCIPLES IN EACH OF THE THREE DOMAINS AND WILL DO SO FROM ONE SURVEY TO THE NEXT ALTHOUGH THE AMOUNT OF ASSESSMENT MATERIAL IN EACH DOMAIN WILL DIFFER IN EACH THREE YEAR CYCLE )N 0)3! WHERE THE MAIN FOCUS WAS READING LITERACY 0)3! WAS IMPLEMENTED IN THE FOLLOWING WAYS FOR DETAILS SEE THE 0)3! 4ECHNICAL 2EPORT *-ÊÃVˆi˜ÌˆvˆVʏˆÌiÀVÞÊ ÌÃŽÃÊÀiµÕˆÀiÊÃÌÕ`i˜ÌÃÊÌœÊ Õ˜`iÀÃ̘`ÊViÀ̈˜ÊŽiÞÊ ÃVˆi˜ÌˆvˆVÊVœ˜Vi«ÌÃ]o o˜`ÊÌœÊà œÜÊÌ ÌÊÌ iÞÊ V˜ÊVµÕˆÀi]ʈ˜ÌiÀ«ÀiÌÊ ˜`ÊVÌÊœ˜ÊiÛˆ`i˜Vi]o oʈ˜ÊÈÌṎœ˜ÃÊÜ iÀiÊ ÃVˆi˜ViÊV˜ÊLiÊ««ˆi`° -ÌÕ`i˜ÌÃÊÜiÀiÊÃÃiÃÃi`Ê vœÀÊÌÜœÊ œÕÀÃʈ˜Ê*-Ê ˜`Êvˆi`ÊœÕÌÊÊ µÕiÃ̈œ˜˜ˆÀi]ÊÃÊ`ˆ`Ê Ì iˆÀÊ«Àˆ˜Vˆ«Ã° / iÊÃÃiÃÓi˜ÌÊ Vœ˜Ìˆ˜i`Ê“˜ÞÊ`ˆvviÀi˜ÌÊ Žˆ˜`ÃÊœvÊÌÃŽÃo
/ iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì #(!04%2 n ! WIDE RANGE OF ASSESSMENT ITEMS 0)3! ASSESSMENTS WERE IN PRINTED FORM WITH QUESTIONS TAKING A RANGE OF FORMATS 3TUDENTS WERE REQUIRED TO CONSIDER WRITTEN PASSAGES AND DIAGRAMS AND TO ANSWER A SERIES OF QUESTIONS ON EACH -UCH OF THE MATERIAL WAS DESIGNED TO DETERMINE WHETHER STUDENTS COULD REFLECT AND THINK ACTIVELY ABOUT THE DOMAIN%XAMPLES OF ITEMS ARE GIVEN IN #HAPTERS AND n ROAD COVERAGE OF THE DOMAIN %ACH STUDENT WAS ASSESSED FOR TWO HOURS BUT NOT ALL STUDENTS WERE GIVEN THE SAME ASSESSMENT ITEMS! RANGE OF ITEMS EQUIVALENT TO SEVEN HOURS OF ASSESSMENT TIME WAS DRAWN UP IN ORDER TO COVER ALL THE AREAS $IFFERENT COMBINATIONS OF ITEMS WERE GROUPED IN NINE DIFFERENT ASSESSMENT BOOKLETS %ACH ITEM APPEARED IN SEVERAL BOOKLETS WHICH ENSURED THAT EACH WAS ANSWERED BY A REPRESENTATIVE SAMPLE OF STUDENTS %ACH STUDENT RECEIVED ONE BOOKLET n #O OPERATION BETWEEN ALL PARTICIPATING COUNTRIES IN THE DEVELOPMENT OF INTERNATIONALLY VALID ASSESSMENTS /N THE BASIS OF THE INTERNATIONALLY AGREED ASSESSMENT FRAMEWORKS AND TEST SPECIFICATIONS COUNTRIES DEVELOPED ASSESSMENT ITEMS THAT WERE REVIEWED BY SUBJECT MATTER SPECIALISTS AND ASSESS MENT EXPERTS !DDITIONAL ITEMS WERE DEVELOPED TO ENSURE THAT ALL AREAS OF THE FRAMEWORKS WERE COVERED ADEQUATELY )TEMS WERE PILOT TESTED THE RESULTS WERE REVIEWED AND THE REVISED SET OF ITEMS WAS THEN VALIDATED IN A FIELD TRIAL INALLY IN ORDER TO ENSURE THAT THE ITEMS WERE VALID ACROSS COUNTRIES LANGUAGES AND CULTURES ITEMS WERE RATED BY PARTICIPATING COUNTRIES FOR CULTURAL APPROPRIATENESS CURRICULAR AND NON CURRICULAR RELEVANCE AND APPROPRIATE LEVEL OF DIFFICULTY n 3TANDARDISED PROCEDURES FOR THE PREPARATION AND IMPLEMENTATION OF THE ASSESSMENT 0)3! REPRESENTS AN UNPRECEDENTED EFFORT TO ACHIEVE COMPARA BILITY OF RESULTS ACROSS COUNTRIES CULTURES AND LANGUAGES )N ADDITION TO COMPREHENSIVE COVERAGE OF YEAR OLD STUDENTS IN EACH COUNTRY THESE EFFORTS HAVE INCLUDED CO OPERATION WITH A WIDE RANGE OF EXPERTS IN ALL PARTICIPATING COUNTRIES THE DEVELOPMENT OF STANDARDISED PROCEDURES FOR THE PREPARATION AND IMPLEMENTATION OF THE ASSESSMENT AND RIGOROUS ATTENTION TO QUALITY CONTROL THROUGHOUT 4HE ASSESSMENT INSTRUMENTS WERE PREPARED IN BOTH %NGLISH AND RENCH AND THEN TRANSLATED INTO THE LANGUAGES OF PARTICIPATING COUNTRIES USING PROCEDURES THAT ENSURED THE LINGUISTIC INTEGRITY AND EQUIVALENCE OF THE INSTRU MENTS OR NON %NGLISH AND NON RENCH SPEAKING COUNTRIES TWO INDEPENDENT TRANSLATIONS OF THE ASSESSMENT INSTRUMENTS WERE PREPARED AND THEN CONSOLIDATED DRAWING IN MOST CASES ON BOTH SOURCE VERSIONS OR FURTHER INFORMATION ON THE 0)3! STANDARDS AND PROCEDURES SEE!NNEXES! ! 2EADING LITERACY WAS ASSESSED USING A SERIES OF TEXTS STUDENTS BEING SET A NUMBER OF TASKS ON EACH TEXT ORTY FIVE PER CENT OF THE TASKS REQUIRED STUDENTS TO CONSTRUCT THEIR OWN RESPONSES EITHER BY PROVIDING A BRIEF ANSWER FROM A WIDE RANGE OF POSSIBLE ANSWERS OR BY CONSTRUCTING A LONGER RESPONSE ALLOWING FOR THE POSSIBILITY OF DIVERGENT INDIVIDUAL RESPONSES AND OPPOSING VIEWPOINTS4HE oÜˆÌ Ê܈`iÞÊÛÀˆi`Ê Vœ˜Ìi˜Ì° / œÀœÕ} Ê«ÀœVi`ÕÀiÃÊ i˜ÃÕÀi`ÊÌ ÌÊÌÃŽÃÊÜiÀiÊ Ûˆ`ÊVÀœÃÃÊVœÕ˜ÌÀˆiÃo o˜`ÊÀˆ}œÀœÕÃÊivvœÀÌÃÊ ÜiÀiÊ“`iÊÌœÊ`iˆÛiÀÊÌ iÊ ÌiÃÌʈ˜ÊiµÕˆÛi˜ÌÊÜÞÃÊ ˆ˜Ê`ˆvviÀi˜ÌÊVœÕ˜ÌÀˆið LœÕÌÊ vÊœvÊÌ iÊ Ài`ˆ˜}ʏˆÌiÀVÞÊ µÕiÃ̈œ˜ÃÊÀiµÕˆÀi`Ê ÃÌÕ`i˜ÌÃÊÌœÊVœ˜ÃÌÀÕVÌÊ Ì iˆÀʜܘÊÀi뜘ÃiÃo
#(!04%2 / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì LATTER ITEMS USUALLY ASKED STUDENTS TO RELATE INFORMATION OR IDEAS IN THE STIMULUS TEXT TO THEIR OWN EXPERIENCE OR OPINIONS THE ACCEPTABILITY OF THEIR ANSWER DEPENDING LESS ON THE POSITION TAKEN BY THE STUDENT THAN ON THE ABILITY TO USE WHAT THEY HAD READ WHEN JUSTIFYING OR EXPLAINING THAT POSITION 0ARTIAL CREDIT WAS PROVIDED FOR PARTIALLY CORRECT OR LESS SOPHISTICATED ANSWERS AND ALL OF THESE ITEMS WERE MARKED BY HAND ! FURTHER PER CENT OF THE ITEMS WERE ASKED IN MULTIPLE CHOICE FORMAT IN WHICH STUDENTS EITHER MADE ONE CHOICE FROM AMONG FOUR OR FIVE GIVEN ALTERNATIVES OR A SERIES OF CHOICES BY CIRCLING A WORD OR SHORT PHRASE FOR EXAMPLE hYESv OR hNOv FOR EACH POINT4HE REMAINING PER CENT OF THE ITEMS REQUIRED STUDENTS TO CONSTRUCT THEIR RESPONSE FROM AMONG A LIMITED RANGE OF ACCEPTABLE ANSWERS -ATHEMATICAL LITERACY WAS ASSESSED THROUGH A COMBINATION OF QUESTION TYPES!S WITH READING LITERACY THERE WERE A NUMBER OF UNITS EACH PRESENTING A SITUATION OR PROBLEM ON WHICH STUDENTS WERE SET SEVERAL QUESTIONS OR TASKS $IFFERENT COMBINATIONS OF DIAGRAMS AND WRITTEN INFORMATION INTRODUCED EACH UNIT!BOUT TWO THIRDS OF THE ITEMS WERE IN A FORM THAT COULD BE MARKED UNAMBIGUOUSLY AS CORRECT OR INCORRECT 3TUDENTS DEMONSTRATED THEIR PROFICIENCY BY ANSWERING PROBLEMS CORRECTLY AND SHOWING WHETHER THEY UNDERSTOOD THE UNDERLYING MATHEMATICAL PRINCIPLES INVOLVED IN THE TASK OR MORE COMPLEX ITEMS STUDENTS COULD GAIN FULL OR PARTIAL CREDIT 3CIENTIFIC LITERACY WAS ASSESSED IN A MANNER SIMILAR TO THAT OF MATHEMATICAL LITERACY USING A SERIES OF UNITS EACH OF WHICH PRESENTED A REAL SCIENTIFIC SITUATION FOLLOWED BY QUESTIONS ABOUT IT 3OME TWO THIRDS OF THE ITEMS WERE IN A FORM THAT COULD BE MARKED UNAMBIGUOUSLY AS CORRECT OR INCORRECTOR MORE COMPLEX ITEMS STUDENTS COULD GAIN FULL OR PARTIAL CREDIT 4HE 0)3! CONTEXT QUESTIONNAIRES COLLECTED INFORMATION THAT WAS IMPORTANT FOR THE INTERPRETATION AND ANALYSIS OF THE RESULTS 4HE QUESTIONNAIRES ASKED ABOUT STUDENTS CHARACTERISTICS SUCH AS GENDER ECONOMIC AND SOCIAL BACKGROUND AND ACTIVITIES AT HOME AND SCHOOL!S PART OF AN INTERNATIONAL OPTION MANY STUDENTS ALSO REPORTED ON THEIR ATTITUDES TOWARDS LEARNING FAMILIARITY WITH COMPUTERS AND UNDER THE HEADING hSELF REGULATED LEARNINGv STRATEGIES FOR MANAGING AND MONITORING THEIR OWN LEARNING 3CHOOL PRINCIPALS IN THE SCHOOLS IN WHICH STUDENTS WERE ASSESSED WERE ASKED ABOUT THE CHARACTERISTICS OF THEIR SCHOOL SUCH AS SIZE AND RESOURCES AND HOW THEY ORGANISED LEARNING )NTERPRETING THE RESULTS OF 0)3! )F ONE COUNTRYS 0)3! SCORES ARE HIGHER THAN THOSE OF ANOTHER COUNTRY IT CANNOT AUTOMATICALLY BE INFERRED THAT THE SCHOOLS IN THE FORMER ARE MORE EFFECTIVE SINCE LEARNING STARTS WELL BEFORE SCHOOL AND OCCURS IN A RANGE OF INSTITUTIONAL AND OUT OF SCHOOL SETTINGS .ONETHELESS IF A COUNTRYS 0)3! SCORES ARE HIGHER ONE CAN LEGITIMATELY CONCLUDE THAT THE CUMULATIVE IMPACT OF ALL THE LEARNING EXPERIENCES IN THAT COUNTRY FROM EARLY CHILDHOOD UP TO THE AGE OF IN AND OUT OF SCHOOL HAS RESULTED IN MORE DESIRABLE OUTCOMES IN THE DOMAINS THAT 0)3! ASSESSES oÜ ˆiÊÌ iÊ“œÀˆÌÞÊœvÊ “Ì i“̈VÊˆÌiÀVÞÊ ÌÃŽÃÊo o˜`ÊÃVˆi˜ÌˆvˆVʏˆÌiÀVÞÊ ÌÃŽÃÊ `Ê Õ˜“Lˆ}ÕœÕÏÞÊÀˆ} ÌÊ ˜`ÊÜÀœ˜}ʘÃÜiÀð -ÌÕ`i˜ÌʵÕiÃ̈œ˜˜ˆÀiÃÊ }Ì iÀi`ʈ˜vœÀ“̈œ˜Êœ˜Ê ÃÌÕ`i˜ÌýÊLVŽ}ÀœÕ˜`Ê ˜`ÊV̈ۈ̈iÃÆʈ˜Ê“˜ÞÊ VœÕ˜ÌÀˆiÃ]ÊÃÌÕ`i˜ÌÃÊÃœÊ Ài«œÀÌi`Êœ˜Ê œÜÊÌ iÞÊ iÀ˜i`° *-ÊÀiÃՏÌÃÊÀiÊ œÕÌVœ“iÃʘœÌÊœ˜ÞÊœvÊ ÃV œœˆ˜}ÊLÕÌʏÜʜvÊ iÀ˜ˆ˜}Ê“œÀiÊ }i˜iÀÞo
/ iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì #(!04%2 !S READERS OF THIS REPORT WILL NOTICE THE RESULTS OF 0)3! OFTEN CONFIRM AND COMPLEMENT THE FINDINGS OF PREVIOUS INTERNATIONAL ASSESSMENTS SUCH AS THE4HIRD )NTERNATIONAL -ATHEMATICS AND 3CIENCE 3TUDY 4)-33 WHICH WAS CONDUCTED IN BY THE )NTERNATIONAL!SSOCIATION FOR THE %VALUATION OF %DUCATIONAL!CHIEVE MENT )%! AMONG STUDENTS IN GRADES AND THE FINAL YEAR OF SECONDARY SCHOOL AND REPEATED IN AMONG STUDENTS IN THE TH GRADE (OWEVER SOME 0)3! FINDINGS DIFFER FROM THE RESULTS OF 4)-33 3UCH DIFFERENCES ARE NOT UNEXPECTED GIVEN THE DIFFERENCES BETWEEN THE TWO STUDIES 4HE ASSESSMENT MATERIALS IN4)-33 WERE CONSTRUCTED ON THE BASIS OF AN ANALYSIS OF THE INTENDED CURRICULUM IN EACH PARTICIPATING COUNTRY SO AS TO COVER THE CORE MATERIAL COMMON TO THE CURRICULUM IN THE MAJORITY OF PARTICIPATING COUNTRIES 4HE ASSESSMENT MATERIALS IN 0)3! AS DESCRIBED ABOVE COVERED THE RANGE OF SKILLS AND COMPETENCIES THAT WERE IN THE RESPECTIVE ASSESSMENT DOMAINS CONSIDERED TO BE CRUCIAL TO AN INDIVIDUALS CAPACITY TO FULLY PARTICIPATE IN AND CONTRIBUTE MEANINGFULLY TO A SUCCESSFUL MODERN SOCIETY INALLY IT NEEDS TO BE BORNE IN MIND THAT THE AGE BASED 0)3! TARGET POPULATION OF YEAR OLDS DIFFERS FROM THE GRADE BASED POPULATION EMPLOYED IN4)-33 (OW 0)3! CAN INFORM POLICY 0)3! PROVIDES A BROAD ASSESSMENT OF COMPARATIVE LEARNING OUTCOMES TOWARDS THE END OF COMPULSORY SCHOOLING WHICH CAN BOTH GUIDE POLICY DECISIONS AND RESOURCE ALLOCATIONS AND PROVIDE INSIGHTS INTO THE FACTORS THAT CONTRIBUTE TO THE DEVELOPMENT OF KNOWLEDGE AND SKILLS AND THE EXTENT TO WHICH THESE FACTORS ARE COMMON TO DIFFERENT COUNTRIES 0)3! PROVIDES INTERNATIONAL COMPARISONS OF THE PERFORMANCE OF EDUCATION SYSTEMS WITH STRONG CROSS CULTURALLY VALID MEASURES OF COMPETENCIES THAT ARE RELEVANT TO EVERYDAY ADULT LIFE!SSESSMENTS THAT TEST ONLY MASTERY OF THE SCHOOL CURRICULUM CAN OFFER A MEASURE OF THE INTERNAL EFFICIENCY OF SCHOOL SYSTEMS4HEY DO NOT REVEAL HOW EFFECTIVELY SCHOOLS PREPARE STUDENTS FOR LIFE AFTER THEY HAVE COMPLETED THEIR FORMAL EDUCATION 4HE INFORMATION YIELDED BY 0)3! ALLOWS POLICY MAKERS TO LOOK CLOSELY AT THE FACTORS ASSOCIATED WITH EDUCATIONAL SUCCESS NOT JUST TO MAKE COMPARISONS BETWEEN RESULTS IN ISOLATION 0)3! CAN TELL THEM FOR EXAMPLE HOW WIDE THE PERFORMANCE GAP IS BETWEEN STUDENTS FROM RICHER AND POORER HOMES IN THEIR OWN COUNTRY IN COMPARISON WITH THOSE IN OTHER COUNTRIES 0)3! ALSO OFFERS INSIGHTS INTO THE CHARACTERISTICS OF SCHOOLS n SUCH AS THE WAY IN WHICH LEARNING IS ORGANISED n AND HOW THESE CHARACTERISTICS ARE ASSOCIATED WITH LEVELS OF STUDENT PROFICIENCY $ATA FROM 0)3! CAN BE USED TO LOOK AT WHICH ASPECTS OF STUDENT ATTITUDES SEEM TO MAKE THE GREATEST CONTRIBUTION TO LEARNING )N THESE AND MANY OTHER WAYS 0)3! OFFERS A NEW APPROACH TO CONSIDERING SCHOOL OUTCOMES USING AS ITS EVIDENCE BASE THE EXPERIENCES OF STUDENTS ACROSS THE WORLD RATHER THAN IN THE SPECIFIC CULTURAL CONTEXT OF A SINGLE COUNTRY4HE INTERNATIONAL CONTEXT ALLOWS POLICY MAKERS TO QUESTION ASSUMPTIONS ABOUT THE QUALITY OF THEIR OWN COUNTRYS EDUCATIONAL OUTCOMES o˜`ÊÌ iÀivœÀiÊ`ˆvviÀÊ ˆ˜ÊÃœ“iÊÀiëiVÌÃÊvÀœ“Ê Ì iÊÀiÃՏÌÃÊœvÊÃÃiÃÓi˜ÌÃÊ vœVÕȘ}Êœ˜ÊÌ iÊÃV œœÊ VÕÀÀˆVՏՓ° *-Ê«ÀœÛˆ`iÃʈ˜Ãˆ} ÌÃÊ ˆ˜ÌœÊÜ ÌÊVœ˜ÌÀˆLÕÌiÃÊÌœÊ iÀ˜ˆ˜}ÊœÕÌVœ“ið ÌÊÃiiŽÃÊÌœÊVœ“«ÀiÊ œÜÊ ÜiÊ`ˆvviÀi˜ÌÊÃV œœÊ ÃÞÃÌi“ÃÊ«Ài«ÀiÊÃÌÕ`i˜ÌÃÊ vœÀʏˆvi° Ìʈ`i˜ÌˆvˆiÃʘ`Ê Vœ“«ÀiÃÊÌ iÊ ÀiÌˆœ˜Ã ˆ«ÃÊœvÊ ˆ˜`ˆÛˆ`Տ]Ê œ“iʘ`Ê ÃV œœÊV ÀVÌiÀˆÃ̈VÃÊ ÜˆÌ ÊÃÌÕ`i˜ÌÊ «iÀvœÀ“˜Vio
#(!04%2 / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì 4HE INTERNATIONAL PERSPECTIVE OF 0)3! OFFERS POLICY MAKERS A LENS THROUGH WHICH TO RECOGNISE THE STRENGTHS AND WEAKNESSES OF THEIR OWN SYSTEMS 4HE FACT THAT SOME COUNTRIES CAN ACHIEVE A HIGH AVERAGE LEVEL OF STUDENT PERFORMANCE WITH ONLY A MODEST GAP BETWEEN THE HIGHEST AND LOWEST LEVEL OF STUDENT PERFORMANCE AS SHOWN IN #HAPTER SUGGESTS THAT LARGE DISPARITIES IN OUTCOMES DO NOT HAVE TO BE THE PRICE FOR HIGH AVERAGE PERFORMANCE 3IMILARLY THE FACT THAT THE STRENGTH OF THE RELATIONSHIP BETWEEN SOCIAL BACKGROUND AND LEARNING OUTCOMES VARIES WIDELY BETWEEN COUNTRIES AS SHOWN IN #HAPTER DEMONSTRATES THAT SCHOOLS AND EDUCATION SYSTEMS CAN SUCCEED IN MODERATING THIS RELATIONSHIP ,OW LEVELS OF PERFORMANCE BY STUDENTS FROM LOWER SOCIAL BACKGROUNDS IS NOT INEVITABLE4HERE ARE THINGS THAT SCHOOLS n AND POLICY MAKERS n CAN DO ABOUT POOR PERFORMANCE INALLY BY REPORTING ON STUDENT COMPETENCIES TO A PRESET TIMETABLE 0)3! WILL ENABLE GOVERNMENTS REGULARLY TO MONITOR THE PROGRESS OF THEIR EDUCATION SYSTEMS IN TERMS OF STUDENT OUTCOMES AND TO EVALUATE NATIONAL POLICIES IN THE LIGHT OF OTHER COUNTRIES PERFORMANCES4HE RESULTS OF 0)3! REPORTED HERE PROVIDE A BASELINE )N AND SO ON COUNTRIES WILL BE ABLE TO SEE WHAT PROGRESS THEY HAVE MADE )N PARALLEL WITH THIS FIRST INTERNATIONAL REPORT MOST PARTICIPATING COUNTRIES ARE PUBLISHING NATIONAL REPORTS THAT EXAMINE THE FINDINGS FROM 0)3! AND THEIR POLICY IMPLICATIONS IN THE NATIONAL ECONOMIC SOCIAL AND EDUCATIONAL CONTEXT URTHER MORE DETAILED INTERNATIONAL THEMATIC REPORTS ARE BEING PREPARED USING THE OUTCOMES FROM 0)3! TO EXPLORE SPECIFIC ISSUES AND THEIR IMPLICATIONS FOR POLICY 4HESE THEMATIC REPORTS WILL GIVE PARTICULAR ATTENTION TO ISSUES OF EQUITY GENDER DIFFERENCES IN STUDENT PERFORMANCE ATTITUDES AND MOTIVATION THE NEEDS OF BOTH THE MOST VULNERABLE AND THE EXCEPTIONALLY WELL PERFORMING STUDENTS THE ROLE OF ENGAGEMENT AND MOTIVATION AS PREREQUISITES FOR ADEQUATE PERFORMANCE AND FUTURE DESTINATIONS THE NATURE DEVELOPMENT AND IMPACT OF LITERACY SKILLS AND ASPECTS OF LEARNING STRATEGIES AND SELF CONCEPT $EVELOPING 0)3! n A COLLABORATIVE EFFORT 0)3! IS A SUBSTANTIAL COLLABORATIVE EFFORT BY THE -EMBER COUNTRIES OF THE /%#$ TO PROVIDE A NEW KIND OF ASSESSMENT OF STUDENT PERFORMANCE ON A RECURRING BASIS 4HE ASSESSMENTS WERE DEVELOPED CO OPERATIVELY AGREED BY PARTICIPATING COUNTRIES AND IMPLEMENTED BY NATIONAL ORGANISATIONS 4HE CONSTRUCTIVE CO OPERATION BY TEACHERS AND PRINCIPALS IN PARTICIPATING SCHOOLS HAS BEEN A CRUCIAL FACTOR CONTRIBUTING TO THE SUCCESS OF 0)3! DURING ALL STAGES OF THE DEVELOPMENT AND IMPLEMENTATION ! OARD OF 0ARTICIPATING #OUNTRIES REPRESENTING ALL COUNTRIES AT SENIOR POLICY LEVELS LAID DOWN POLICY PRIORITIES AND STANDARDS FOR THE DEVELOPMENT OF INDICATORS THE ESTABLISHMENT OF THE ASSESSMENT INSTRUMENTS AND THE REPORTING OF RESULTS %XPERTS FROM PARTICIPATING COUNTRIES SERVED ON WORKING GROUPS LINKING THE PROGRAMMES POLICY OBJECTIVES WITH THE BEST INTERNATIONALLY AVAILABLE TECHNICAL EXPERTISE IN THE THREE ASSESSMENT DOMAINS Y PARTICIPATING IN THESE o˜`ÊÌ ÕÃʏœÜÃÊ VœÕ˜ÌÀˆiÃÊ̜ʏœœŽÊÌÊÌ iˆÀÊ œÜ˜Êi`ÕV̈œ˜ÊÃÞÃÌi“Ê ˆ˜ÊÌ iʏˆ} ÌÊœvÊœÌ iÀÊ VœÕ˜ÌÀˆiýʫiÀvœÀ“˜Vi° / iÊœ˜}œˆ˜}Ê*-ÊVÞViÊ ÜˆÊœÜÊVœÕ˜ÌÀˆiÃÊÌœÊ “œ˜ˆÌœÀÊV ˜}iÃʈ˜Ê «iÀvœÀ“˜ViÊœÛiÀÊ̈“i° *-ʈÃÊÌ iÊÀiÃՏÌÊœvÊ ivviV̈ÛiÊVœ‡œ«iÀ̈œ˜Ê LiÌÜii˜Ê˜Ìˆœ˜Ê œÀ}˜ˆÃ̈œ˜Ã]ÊÃÕLiV̇ “ÌÌiÀÊiÝ«iÀÌÃ]ʘ`Ê ÃV œœÊÕÌ œÀˆÌˆiÃo o˜`ʈÃÊÃÌiiÀi`ʍœˆ˜ÌÞÊ LÞÊ}œÛiÀ˜“i˜ÌÃÊœ˜ÊÌ iÊ LÈÃÊœvÊà Ài`]Ê«œˆVÞ‡ `ÀˆÛi˜Êˆ˜ÌiÀiÃÌÃo
/ iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì #(!04%2 EXPERT GROUPS COUNTRIES ENSURED THAT THE INSTRUMENTS WERE INTERNATIONALLY VALID AND TOOK INTO ACCOUNT THE CULTURAL AND EDUCATIONAL CONTEXTS OF THE DIFFERENT /%#$ -EMBER COUNTRIES THAT THE ASSESSMENT MATERIALS HAD STRONG MEASUREMENT POTENTIAL AND THAT THE INSTRUMENTS EMPHASISED AUTHENTICITY AND EDUCATIONAL VALIDITY 0ARTICIPATING COUNTRIES IMPLEMENTED 0)3! AT THE NATIONAL LEVEL THROUGH .ATIONAL 0ROJECT -ANAGERS SUBJECT TO TECHNICAL AND ADMINISTRATIVE PROCEDURES COMMON TO ALL PARTICIPATING COUNTRIES4HESE MANAGERS PLAYED A VITAL ROLE IN THE DEVELOP MENT AND VALIDATION OF THE INTERNATIONAL ASSESSMENT INSTRUMENTS AND ENSURED THAT THE IMPLEMENTATION OF 0)3! WAS OF HIGH QUALITY4HEY ALSO CONTRIBUTED TO THE VERIFICATION AND EVALUATION OF THE SURVEY RESULTS ANALYSES AND REPORTS 4HE DESIGN AND IMPLEMENTATION OF 0)3! WITHIN THE FRAMEWORK ESTABLISHED BY THE OARD OF 0ARTICIPATING #OUNTRIES WAS THE RESPONSIBILITY OF AN INTERNATIONAL CONSORTIUM LED BY THE!USTRALIAN #OUNCIL FOR %DUCATIONAL 2ESEARCH !#%2 4HE OTHER PARTNERS IN THIS CONSORTIUM WERE THE .ATIONAL )NSTITUTE FOR %DUCATIONAL -EASUREMENT #)4/ IN THE .ETHERLANDS 7ESTAT AND THE %DUCATION 4ESTING 3ERVICE %43 IN THE 5NITED 3TATES AND THE .ATIONAL )NSTITUTE FOR %DUCATIONAL 0OLICY 2ESEARCH .)%2 IN *APAN 4HE /%#$ 3ECRETARIAT HAD OVERALL MANAGERIAL RESPONSIBILITY FOR THE PROGRAMME MONITORED ITS IMPLEMENTATION ON A DAY TO DAY BASIS SERVED AS THE SECRETARIAT FOR THE OARD OF 0ARTICIPATING #OUNTRIES FOSTERED THE BUILDING OF A CONSENSUS BETWEEN THE COUNTRIES INVOLVED AND SERVED AS THE INTERLOCUTOR BETWEEN THE OARD OF 0ARTICIPATING #OUNTRIES AND THE INTERNATIONAL CONSORTIUM 0)3! IS JOINTLY FINANCED BY ALL PARTICIPATING COUNTRIES /RGANISATION OF THIS REPORT #HAPTERS AND DESCRIBE STUDENT PERFORMANCE IN THE THREE 0)3! LITERACY DOMAINS AND #HAPTER EXTENDS THIS WITH A PROFILE OF WHAT STUDENTS ARE LIKE AS LEARNERS AT AGE n IN TERMS OF THEIR MOTIVATION THEIR ENGAGEMENT THEIR LEARNING STRATEGIES AND THEIR BELIEFS IN THEIR OWN CAPACITIES )T ALSO INCLUDES A DESCRIPTION OF STUDENTS FAMILIARITY WITH COMPUTERS #HAPTER EXAMINES GENDER DIFFERENCES IN STUDENT PERFORMANCE IN THE THREE LITERACY DOMAINS FOR STUDENTS OVERALL AND FOR SPECIFIC SUB GROUPS OF STUDENTS #HAPTERS AND THEN SITUATE STUDENT PERFORMANCE IN THE CONTEXT OF STUDENTS BACKGROUNDS AND THE BROADER LEARNING ENVIRONMENT #HAPTER FOCUSES ON A DESCRIPTION OF THE FAMILY BACKGROUNDS OF STUDENTS INCLUDING ASPECTS OF THE ECONOMIC CULTURAL AND SOCIAL BACKGROUND FOLLOWED BY #HAPTER WHICH THEN EXAMINES HOW THE LEARNING ENVIRONMENT AND THE ORGANISATION OF SCHOOLS VARIES BETWEEN COUNTRIES #HAPTER ALSO LOOKS AT THE HUMAN AND FINANCIAL RESOURCES THAT COUNTRIES INVEST IN EDUCATION AND AT SELECTED CHARACTERISTICS OF NATIONAL EDUCATION SYSTEMS oÌ ÀœÕ} ÊÌ iÊ ° / ˆÃÊÀi«œÀÌʏœœŽÃʈ˜ÊÌÕÀ˜Ê ÌÊÃÌÕ`i˜ÌÃ½Ê «iÀvœÀ“˜Vi]o oÌÊ}i˜`iÀÊ`ˆvviÀi˜ViÃ]o oÌÊÌ iÊ«iÀvœÀ“˜ViÊœvÊ ÃÌÕ`i˜ÌÃÊÜˆÌ Ê`ˆvviÀi˜ÌÊ LVŽ}ÀœÕ˜`Ãʘ`Ê iÀ˜ˆ˜}ÊiÝ«iÀˆi˜ViÃo
#(!04%2 / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì INALLY #HAPTER SEEKS TO EXPAND UPON THESE FINDINGS AND ADDRESSES QUESTIONS ABOUT THE NATURE OF THE RELATIONSHIP BETWEEN SCHOOL PERFORMANCE AND SOCIAL BACKGROUND 4HROUGH AN ANALYSIS OF THE SIMULTANEOUS RELATIONSHIPS BETWEEN SEVERAL DIFFERENT VARIABLES IN A WIDE RANGE OF SETTINGS AND A NUMBER OF COUNTRIES INCLUDING BOTH FAMILY AND SCHOOL FACTORS IT IS POSSIBLE TO ESTIMATE THE SEPARATE AND OVERLAPPING INFLUENCES OF THESE FACTORS AND TO GAUGE THE RELATIVE IMPORTANCE OF SCHOOL RESOURCES AND SCHOOL POLICY AND PRACTICES IN DIFFERENT TYPES OF SCHOOL SYSTEM4HIS CAN PROVIDE INDICATIONS OF WHAT EDUCATIONAL POLICY CAN DO BOTH TO IMPROVE AVERAGE PERFORMANCE AND TO MODERATE THE IMPACT OF FAMILY BACKGROUND ON STUDENT PERFORMANCE o˜`ÊÌÊÜ ÌÊÌ iÃiÊ `ˆvviÀi˜ViÃÊÌiÊ«œˆVÞ‡Ê “ŽiÀÃÊLœÕÌÊÜ ˆV Ê vVÌœÀÃÊÀiʈ“«œÀ̘̰ .OTE )N MOST /%#$ COUNTRIES THE AGE AT WHICH COMPULSORY SCHOOLING ENDS IS OR YEARS BUT IN THE 5NITED 3TATES IT IS YEARS AND IN ELGIUM 'ERMANY AND THE .ETHERLANDS IT IS YEARS /%#$
$ATA UNDERLYING THE FIGURES 4HE DATA REFERRED TO IN #HAPTERS TO OF THIS REPORT ARE PRESENTED IN!NNEX AND WITH ADDITIONAL DETAIL ON THE WEB SITE WWWPISAOECDORG OUR SYMBOLS ARE USED TO DENOTE MISSING DATA A 4HE CATEGORY DOES NOT APPLY IN THE COUNTRY CONCERNED $ATA ARE THEREFORE MISSING C 4HERE ARE TOO FEW OBSERVATIONS TO PROVIDE RELIABLE ESTIMATES IE THERE ARE FEWER THAN FIVE SCHOOLS OR FEWER THAN STUDENTS WITH VALID DATA FOR THIS CELL M $ATA ARE NOT AVAILABLE 5NLESS OTHERWISE NOTED THESE DATA WERE COLLECTED BUT SUBSEQUENTLY REMOVED FROM THE PUBLICATION FOR TECHNICAL OR OTHER REASONS AT THE REQUEST OF THE COUNTRY CONCERNED X $ATA ARE INCLUDED IN ANOTHER CATEGORY OR COLUMN OF THE TABLE #ALCULATION OF INTERNATIONAL AVERAGES !N /%#$ AVERAGE WAS CALCULATED FOR MOST INDICATORS PRESENTED IN THIS REPORT )N THE CASE OF SOME INDICATORS A TOTAL REPRESENTING THE /%#$ AREA AS A WHOLE WAS ALSO CALCULATED n 4HE /%#$ AVERAGE SOMETIMES ALSO REFERRED TO AS THE COUNTRY AVERAGE IS THE MEAN OF THE DATA VALUES FOR ALL /%#$ COUNTRIES FOR WHICH DATA ARE AVAILABLE OR CAN BE ESTIMATED4HE /%#$ AVERAGE CAN BE USED TO SEE HOW A COUNTRY COMPARES ON A GIVEN INDICATOR WITH A TYPICAL /%#$ COUNTRY 4HE /%#$ AVERAGE DOES NOT TAKE INTO ACCOUNT THE ABSOLUTE SIZE OF THE STUDENT POPULATION IN EACH COUNTRY IE EACH COUNTRY CONTRIBUTES EQUALLY TO THE AVERAGE n 4HE /%#$ TOTAL TAKES THE /%#$ COUNTRIES AS A SINGLE ENTITY TO WHICH EACH COUNTRY CONTRIBUTES IN PROPORTION TO THE NUMBER OF YEAR OLDS ENROLLED IN ITS SCHOOLS SEE !NNEX ! FOR DATA )T ILLUSTRATES HOW A COUNTRY COMPARES WITH THE /%#$ AREA AS A WHOLE 4HREE /%#$ COUNTRIES ARE EXCLUDED FROM THE CALCULATION OF AVERAGES OR OTHER AGGREGATE ESTIMATES THE .ETHERLANDS THE 3LOVAK 2EPUBLIC WHICH BECAME A -EMBER OF THE /%#$ IN AND4URKEY 4HE .ETHERLANDS ARE EXCLUDED BECAUSE LOW RESPONSE RATES PRECLUDE RELIABLE ESTIMATES OF MEAN SCORES SEE !NNEX ! 4HE 3LOVAK 2EPUBLIC AND 4URKEY WILL JOIN 0)3! FROM THE SURVEY CYCLE ONWARDS )N THE CASE OF OTHER COUNTRIES DATA MAY NOT BE AVAILABLE FOR SPECIFIC INDICATORS OR SPECIFIC DATA CATEGORIES MAY NOT APPLY 2EADERS SHOULD THEREFORE KEEP IN MIND THAT THE TERMS /%#$ AVERAGE AND /%#$ TOTAL REFER TO THE /%#$ COUNTRIES INCLUDED IN THE RESPECTIVE COMPARISONS 2%!$%23'5)$%
2%!$%23 '5)$% 2EPORTING OF STUDENT DATA 4HE REPORT USUALLY USES h YEAR OLDSv AS SHORTHAND FOR THE 0)3! TARGET POPULATION )N PRACTICE THIS REFERS TO STUDENTS WHO WERE AGED BETWEEN YEARS AND COMPLETE MONTHS AND YEARS AND COMPLETE MONTHS AT THE BEGINNING OF THE ASSESSMENT PERIOD AND WHO WERE ENROLLED IN AN EDUCATIONAL INSTITUTION REGARDLESS OF THE GRADE LEVEL OR TYPE OF INSTITUTION AND OF WHETHER THEY WERE ATTENDING FULL TIME OR PART TIME FOR DETAILS SEE!NNEX! 2EPORTING OF SCHOOL DATA 4HE PRINCIPALS OF THE SCHOOLS IN WHICH STUDENTS WERE ASSESSED PROVIDED INFORMATION ON THEIR SCHOOLS CHARACTERISTICS BY COMPLETING A SCHOOL QUESTIONNAIRE7HERE RESPONSES FROM SCHOOL PRINCIPALS ARE PRESENTED IN THIS PUBLICATION THEY ARE WEIGHTED SO THAT THEY ARE PROPORTIONATE TO THE NUMBER OF YEAR OLDS ENROLLED IN THE SCHOOL 2OUNDING OF FIGURES ECAUSE OF ROUNDING SOME FIGURES IN TABLES MAY NOT EXACTLY ADD UP TO THE TOTALS4OTALS DIFFERENCES AND AVERAGES ARE ALWAYS CALCULATED ON THE BASIS OF EXACT NUMBERS AND ARE ROUNDED ONLY AFTER CALCULATION !BBREVIATIONS USED IN THIS REPORT '$0 'ROSS $OMESTIC 0RODUCT )3#%$ )NTERNATIONAL 3TANDARD #LASSIFICATION OF %DUCATION 000 0URCHASING 0OWER 0ARITY 20 2ESPONSE PROBABILITY 3$ 3TANDARD DEVIATION 3% 3TANDARD ERROR URTHER DOCUMENTATION OR FURTHER INFORMATION ON THE 0)3! ASSESSMENT INSTRUMENTS AND THE METHODS USED IN 0)3! SEE THE 0)3! 4ECHNICAL 2EPORT AVAILABLE IN EBRUARY AND THE 0)3!7EB SITE WWWPISAOECDORG
#HAPTER 7/Ê*-Ê-7-Ê//Ê £x‡9 ,‡ -Ê Ê Ê Ê*, ÊÊ-/1 /Ê* ,, Ê, Ê/ , 9
#(!04%2 Ê7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ )NTRODUCTION 4HIS CHAPTER PROVIDES A PROFILE OF STUDENT PERFORMANCE IN READING LITERACY n IRST THE CHAPTER EXPLAINS HOW PROFICIENCY IN READING LITERACY IS SCORED IN 0)3! USING THREE SCALES ON WHICH STUDENTS ARE ASSIGNED SCORES ACCORDING TO THEIR PERFORMANCE IN TASKS OF VARYING DIFFICULTY n 3ECOND THE CHAPTER DESCRIBES PROFICIENCY IN EACH COUNTRY IN TERMS OF THE RANGE OF PERFORMANCE OF ITS STUDENTS 4O FACILITATE THIS DESCRIPTION EACH SCALE IS DIVIDED INTO FIVE LEVELS OF INCREASING PROFICIENCY AND EACH COUNTRYS DISTRIBUTION IS REPORTED IN TERMS OF THE PERCENTAGES OF STUDENTS AT EACH LEVEL 4HE LEVELS ARE ILLUSTRATED WITH EXAMPLES OF THE TASKS THAT A STUDENT MUST COMPLETE SATISFACTORILY IN ORDER TO REACH EACH SUCCESSIVE LEVEL n 4HIRD THE CHAPTER SUMMARISES PERFORMANCE IN EACH COUNTRY IN TERMS OF THE MEAN SCORES ACHIEVED BY STUDENTS AND THE DISTRIBUTION OF SCORES ACROSS STUDENT POPULATIONS #HAPTER COMPLEMENTS THIS WITH AN ANALYSIS OF STUDENT PERFORMANCE IN MATHEMATICAL AND SCIENTIFIC LITERACY AND AN EXAMINATION OF HOW PERFORMANCE IN THESE DOMAINS DIFFERS FROM PERFORMANCE IN READING LITERACY #HAPTER BROADENS THE PROFILE OF 0)3! RESULTS FURTHER WITH STUDENTSREPORTS ON THEIR FAMILIARITY WITH COMPUTERS THEIR LEARNING STRATEGIES AND NON COGNITIVE OUTCOMES OF SCHOOLING THAT ARE IMPORTANT FOR LIFELONG LEARNINGTHEIR MOTIVATION THEIR ENGAGEMENT AND THEIR BELIEF IN THEIR OWN CAPACITIES (OW READING LITERACY IS MEASURED IN 0)3! 4HE CONCEPT OF READING LITERACY IN 0)3! HAS THREE DIMENSIONS WHICH HAVE GUIDED THE DEVELOPMENT OF THE ASSESSMENT THE TYPE OF READING TASK THE FORM AND STRUCTURE OF THE READING MATERIAL AND THE USE FOR WHICH THE TEXT WAS CONSTRUCTED 0ERSONAL COMPETENCE IS BEST UNDERSTOOD IN TERMS OF THE FIRST OF THESE4HE OTHER TWO ARE PROPERTIES OF THE TASK MATERIALS THAT WERE HELPFUL IN ENSURING THAT A RANGE OF DIVERSE TASKS WERE INCLUDED IN THE TESTS 4HE hTYPE OF READING TASKv DIMENSION IS MEASURED ON THREE SCALES! hRETRIEVING INFORMATIONv SCALE REPORTS ON STUDENTSABILITY TO LOCATE INFORMATION IN A TEXT!N hINTERPRETING TEXTSv SCALE REPORTS ON THE ABILITY TO CONSTRUCT MEANING AND DRAW INFERENCES FROM WRITTEN INFORMATION! hREFLECTION AND EVALUATIONv SCALE REPORTS ON STUDENTS ABILITY TO RELATE TEXT TO THEIR KNOWLEDGE IDEAS AND EXPERIENCES )N ADDITION A COMBINED READING LITERACY SCALE SUMMARISES THE RESULTS FROM THE THREE READING LITERACY SCALES 4O FACILITATE THE INTERPRETATION OF THE SCORES ASSIGNED TO STUDENTS THE COMBINED READING LITERACY SCALE WAS DESIGNED TO HAVE AN AVERAGE SCORE OF POINTS WITH ABOUT TWO THIRDS OF STUDENTS ACROSS /%#$ COUNTRIES SCORING BETWEEN AND POINTS 4HESE REFERENCE POINTS PROVIDE AN hANCHORv FOR THE MEASUREMENT / ˆÃÊV «ÌiÀÊ`iÃVÀˆLiÃÊ œÜÊ*-Ê“iÃÕÀiÃÊ Ài`ˆ˜}ʏˆÌiÀVÞ]Ê œÜÊ “˜ÞÊÃÌÕ`i˜ÌÃÊÀiÊ «ÀœvˆVˆi˜ÌÊÌÊ`ˆvviÀi˜ÌÊ iÛiÃÊœvÊÀi`ˆ˜}ʏˆÌiÀVÞ]Ê ˜`Ê œÜÊ«iÀvœÀ“˜ViÊ ÃVœÀiÃÊÀiÊ`ˆÃÌÀˆLÕÌi`Ê VÀœÃÃÊVœÕ˜ÌÀˆið «ÌiÀÃÊÎʘ`Ê{ʏœœŽÊ ÌÊ“Ì i“̈VÊ˜`Ê ÃVˆi˜ÌˆvˆVʏˆÌiÀVÞʘ`ÊÌÊ œÜÊÃÌÕ`i˜ÌÃʏiÀ˜° *-ÊÓäääÊ«ÀiÃi˜Ìi`Ê ÃÌÕ`i˜ÌÃÊÜˆÌ ÊÊÀ˜}iÊ œvÊÀi`ˆ˜}ÊÌÃŽÃÊÕȘ}Ê `ˆvviÀi˜ÌÊÌiÝÌÊvœÀ“Ãʘ`Ê Vœ˜ÌiÝÌÃo o˜`ÊÀi«œÀÌi`ÊÌ iˆÀÊ ÃŽˆÃʈ˜ÊÀiÌÀˆiÛˆ˜}Ê ˆ˜vœÀ“̈œ˜]ʈ˜ÌiÀ«Àï˜}Ê ÌiÝÌÃ]ʘ`ÊÀiviV̈œ˜Ê˜`Ê iۏṎœ˜o oœ˜ÊÃViÃʈ˜ÊÜ ˆV Ê ÌÜœ‡Ì ˆÀ`ÃÊœvÊÃÌÕ`i˜ÌÃÊ ÃVœÀi`ÊÜˆÌ ˆ˜Ê£ääÊ«œˆ˜ÌÃÊ œvÊÊxä䇫œˆ˜ÌÊÛiÀ}i°
7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 OF STUDENT PERFORMANCE4HE MEAN SCORES FOR THE THREE SCALES THAT CONTRIBUTE TO THE COMBINED READING SCALE DIFFER SLIGHTLY FROM 4HE SCORES ON EACH SCALE REPRESENT DEGREES OF PROFICIENCY IN A PARTICULAR ASPECT OF READING LITERACY OR EXAMPLE A LOW SCORE ON THE INTERPRETING SCALE INDICATES THAT A STUDENT HAS LIMITED SKILLS IN UNDERSTANDING RELATIONSHIPS CONSTRUCTING MEANING OR DRAWING INFERENCES FROM ONE OR MORE PARTS OF A TEXT Y CONTRAST A HIGH SCORE ON THE INTERPRETING SCALE INDICATES THAT A STUDENT HAS ADVANCED SKILLS IN THIS AREA 4HERE ARE EASIER AND HARDER TASKS FOR EACH OF THE THREE READING LITERACY SCALES AND THERE IS NO HIERARCHICAL RELATIONSHIP BETWEEN THE THREE SCALES %ACH OF THE THREE READING LITERACY SCALES IS DIVIDED INTO FIVE LEVELS OF KNOWLEDGE AND SKILLS ,EVEL CORRESPONDS TO A SCORE OF MORE THAN ,EVEL TO SCORES IN THE RANGE TO ,EVEL TO SCORES FROM TO ,EVEL TO SCORES FROM TO AND ,EVEL TO SCORES FROM TO 3TUDENTS AT A PARTICULAR LEVEL NOT ONLY DEMONSTRATE THE KNOWLEDGE AND SKILLS ASSOCIATED WITH THAT LEVEL BUT ALSO THE PROFICIENCIES REQUIRED AT LOWER LEVELS 4HUS ALL STUDENTS PROFICIENT AT ,EVEL ARE ALSO PROFICIENT AT ,EVELS AND !LL STUDENTS AT A GIVEN LEVEL ARE EXPECTED TO ANSWER AT LEAST HALF OF THE ITEMS AT THAT LEVEL CORRECTLY 3TUDENTS SCORING BELOW POINTS IE THOSE WHO DO NOT REACH ,EVEL ARE NOT ABLE ROUTINELY TO SHOW THE MOST BASIC SKILLS THAT 0)3! SEEKS TO MEASURE 7HILE SUCH PERFORMANCE SHOULD NOT BE INTERPRETED TO MEAN THAT THOSE STUDENTS HAVE NO LITERACY SKILLS AT ALL PERFORMANCE BELOW ,EVEL DOES SIGNAL SERIOUS DEFICIENCIES IN STUDENTSABILITY TO USE READING LITERACY AS A TOOL FOR THE ACQUISITION OF KNOWLEDGE AND SKILLS IN OTHER AREAS 4HE DIVISION OF THE SCALES INTO LEVELS OF DIFFICULTY AND OF PERFORMANCE MAKES IT POSSIBLE NOT ONLY TO RANK STUDENTS PERFORMANCE BUT ALSO TO DESCRIBE WHAT THEY CAN DO SEE IGURE %ACH SUCCESSIVE READING LEVEL IS ASSOCIATED WITH TASKS OF ASCENDING DIFFICULTY4HE TASKS AT EACH LEVEL OF READING LITERACY WERE JUDGED BY PANELS OF EXPERTS TO SHARE MANY FEATURES AND REQUIREMENTS AND TO DIFFER CONSISTENTLY FROM TASKS AT EITHER HIGHER OR LOWER LEVELS4HE ASSUMED DIFFICULTY OF TASKS WAS THEN VALIDATED EMPIRICALLY ON THE BASIS OF STUDENT PERFORMANCE IN PARTICIPATING COUNTRIES 4HE READING LITERACY TASKS USED IN 0)3! VARY WIDELY IN TERMS OF TEXT TYPE SITUATION AND TASK REQUIREMENTS SEE #HAPTER AS WELL AS DIFFICULTY IGURE SHOWS SAMPLE ITEMS FROM THREE OF THE UNITS CONTAINING TASKS THAT WERE USED IN 0)3! TOGETHER WITH THE ASSOCIATED READING LITERACY SKILLS DEMONSTRATED BY STUDENTS AT THE VARIOUS LEVELS OF THE THREE READING LITERACY SCALES4HE DESCRIPTIONS REFLECT THE SKILLS ASSESSED BY EACH ITEM4HESE DESCRIPTIONS PROVIDE SOME INSIGHT INTO THE RANGE OF PROCESSES REQUIRED OF STUDENTS AND THE PROFICIENCIES WHICH THEY NEED TO DEMONSTRATE AT VARIOUS POINTS ALONG THE READING LITERACY SCALES ! MORE COMPLETE SET OF SAMPLE TASKS CAN BE FOUND AT WWWPISAOECDORG ,iÃՏÌÃÊÀiÊÃÕ““ÀˆÃi`Ê LÞÊvˆÛiʏiÛiÃÊœvÊ «ÀœvˆVˆi˜VÞo oÊÃÌÕ`i˜ÌÃÊLiˆ˜}Ê ÃÈ}˜i`ÊÌœÊÌ iÊ ˆ} iÃÌÊ iÛiÊÌÊÜ ˆV ÊÌ iÞÊV˜Ê LiÊiÝ«iVÌi`ÊÌœÊ`œÊ“œÃÌÊœvÊ Ì iÊÌÎð V ʏiÛiÊV˜ÊLiÊ `iÃVÀˆLi`ʈ˜ÊÌiÀ“ÃÊœvÊ Ü ÌÊÃÌÕ`i˜ÌÃÊÌÊÌ ÌÊ iÛiÊV˜Ê`œ°
#(!04%2 Ê7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ ˆ}ÕÀiÊÓ°£ 7HAT THE PROFICIENCY LEVELS MEASURE 3OURCE /%#$ 0)3! 2ETRIEVING INFORMATION 2EFLECTION AND EVALUATION )NTERPRETING TEXTS 7HAT IS BEING ASSESSED ON EACH OF THE READING LITERACY SCALES 2ETRIEVING INFORMATION IS DEFINED AS LOCATING ONE OR MORE PIECES OF INFORMATION IN A TEXT )NTERPRETING TEXTS IS DEFINED AS CONSTRUCTING MEANING AND DRAWING INFERENCES FROM ONE OR MORE PARTS OF A TEXT 2EFLECTING AND EVALUATION IS DEFINED AS RELATING ATEXTTOONEgSEXPERIENCE KNOWLEDGEANDIDEAS #HARACTERISTICS OF THE TASKS ASSOCIATED WITH INCREASING DIFFICULTY ON EACH OF THE READING LITERACY SCALES 4ASK DIFFICULTY DEPENDS ON THE NUMBER OF PIECES OFINFORMATIONTHATNEEDTOBELOCATED$IFFICULTY ALSO DEPENDS ON THE NUMBER OF CONDITIONS THAT MUSTBEMETTOLOCATETHEREQUESTEDINFORMATION AND ON WHETHER WHAT IS RETRIEVED NEEDS TO BE SEQUENCED IN A PARTICULAR WAY$IFFICULTY ALSO DEPENDSON THEPROMINENCEOF INFORMATION AND THE FAMILIARITY OF THE CONTEXT/THER RELEVANT CHARACTERISTICS ARE THE COMPLEXITY OF THE TEXT AND THE PRESENCE AND STRENGTH OF COMPETING INFORMATION 4ASK DIFFICULTY DEPENDS ON THE TYPE OF INTERPRETATION REQUIRED WITH THE EASIEST TASKS REQUIRINGIDENTIFYINGTHEMAINIDEAINATEXT MORE DIFFICULTTASKSREQUIRINGUNDERSTANDINGRELATIONSHIPS THAT ARE PART OF THE TEXT AND THE MOST DIFFICULT REQUIRING EITHER AN UNDERSTANDING OF THE MEANING OF LANGUAGE IN CONTEXT OR ANALOGICAL REASONING $IFFICULTY ALSO DEPENDS ON HOW EXPLICITLY THE TEXT PROVIDESTHEIDEASORINFORMATIONTHEREADER NEEDS IN ORDER TO COMPLETE THE TASKON HOW PROMINENT THE REQUIRED INFORMATION ISAND ON HOW MUCH COMPETING INFORMATION IS PRESENTINALLY THE LENGTH AND COMPLEXITY OF THE TEXT AND THE FAMILIARITY OF ITS CONTENT AFFECT DIFFICULTY 4ASK DIFFICULTY DEPENDS ON THE TYPE OF REFLECTION REQUIRED WITH THE EASIEST TASKS REQUIRING SIMPLE CONNECTIONS OR EXPLANATIONS RELATING THE TEXT TO EXTERNAL EXPERIENCE AND THE MORE DIFFICULT REQUIRING AN HYPOTHESIS OR EVALUATION$IFFICULTY ALSODEPENDSONTHEFAMILIARITYOFTHEKNOWLEDGE THAT MUST BE DRAWN ON FROM OUTSIDE THE TEXT ON THE COMPLEXITY OF THE TEXTON THE LEVEL OF TEXTUAL UNDERSTANDING DEMANDEDAND ON HOW EXPLICITLYTHEREADERISDIRECTEDTORELEVANTFACTORS IN BOTH THE TASK AND THE TEXT 4AKE ACCOUNT OF A SINGLE CRITERION TO LOCATE ONE OR MORE INDEPENDENT PIECES OF EXPLICITLY STATED INFORMATION 2ECOGNISE THE MAIN THEME OR AUTHORgS PURPOSE IN A TEXT ABOUT A FAMILIAR TOPIC WHEN THE REQUIRED INFORMATION IN THE TEXT IS PROMINENT -AKE A SIMPLE CONNECTION BETWEEN INFORMATION IN THE TEXT AND COMMON EVERYDAY KNOWLEDGE ,OCATE AND POSSIBLY SEQUENCE OR COMBINE MULTIPLE PIECES OF DEEPLY EMBEDDED INFORMATION SOME OF WHICH MAY BE OUTSIDE THE MAIN BODY OF THE TEXT)NFER WHICH INFORMATIONINTHETEXTISRELEVANTTOTHETASK $EAL WITH HIGHLY PLAUSIBLE ANDOR EXTENSIVE COMPETING INFORMATION %ITHER CONSTRUE THE MEANING OF NUANCED LANGUAGE OR DEMONSTRATE A FULL AND DETAILED UNDERSTANDING OF A TEXT #RITICALLY EVALUATE OR HYPOTHESISE DRAWING ON SPECIALISED KNOWLEDGE $EAL WITH CONCEPTS THAT ARE CONTRARY TO EXPECTATIONS AND DRAW ON A DEEP UNDERSTANDING OF LONG OR COMPLEX TEXTS ,OCATE ONE OR MORE PIECES OF INFORMATION EACH OF WHICH MAY BE REQUIRED TO MEET MULTIPLE CRITERIA $EAL WITH COMPETING INFORMATION )DENTIFY THE MAIN IDEA IN A TEXT UNDERSTAND RELATIONSHIPS FORM OR APPLY SIMPLE CATEGORIES OR CONSTRUE MEANING WITHIN A LIMITED PART OF THE TEXT WHEN THE INFORMATION IS NOT PROMINENT AND LOW LEVEL INFERENCES ARE REQUIRED -AKE A COMPARISON OR CONNECTIONS BETWEEN THE TEXT AND OUTSIDE KNOWLEDGE OR EXPLAIN A FEATURE OF THE TEXT BY DRAWING ON PERSONAL EXPERIENCE AND ATTITUDES ,OCATE AND IN SOME CASES RECOGNISE THE RELATIONSHIP BETWEEN PIECES OF INFORMATION EACH OF WHICH MAY NEED TO MEET MULTIPLE CRITERIA $EAL WITH PROMINENT COMPETING INFORMATION )NTEGRATE SEVERAL PARTS OF A TEXT IN ORDER TO IDENTIFYAMAINIDEA UNDERSTANDARELATIONSHIP ORCONSTRUETHEMEANINGOFAWORDORPHRASE #OMPARE CONTRASTORCATEGORISETAKINGMANY CRITERIA INTO ACCOUNT$EAL WITH COMPETING INFORMATION -AKE CONNECTIONS OR COMPARISONS GIVE EXPLANATIONS OR EVALUATE A FEATURE OF TEXT $EMONSTRATE A DETAILED UNDERSTANDING OF THE TEXT IN RELATION TO FAMILIAR EVERYDAY KNOWLEDGE OR DRAW ON LESS COMMON KNOWLEDGE ,OCATE AND POSSIBLY SEQUENCE OR COMBINE MULTIPLE PIECES OF EMBEDDED INFORMATION EACH OF WHICH MAY NEED TO MEET MULTIPLE CRITERIA IN A TEXT WITH UNFAMILIAR CONTEXT OR FORM )NFER WHICH INFORMATION IN THE TEXT IS RELEVANT TO THE TASK 5SE A HIGH LEVEL OF TEXT BASED INFERENCE TO UNDERSTAND AND APPLY CATEGORIES IN AN UNFAMILIAR CONTEXT AND TO CONSTRUE THE MEANING OF A SECTION OF TEXT BY TAKING INTO ACCOUNT THE TEXT AS A WHOLE $EAL WITH AMBIGUITIES IDEAS THAT ARE CONTRARY TO EXPECTATIONAND IDEAS THATARENEGATIVELY WORDED 5SE FORMAL OR PUBLIC KNOWLEDGE TO HYPOTHESISE ABOUT OR CRITICALLY EVALUATE A TEXT 3HOW ACCURATE UNDERSTANDING OF LONG OR COMPLEX TEXTS ,EVEL
7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 %VEN A CURSORY GLANCE AT IGURE WILL REVEAL THAT AS MIGHT BE EXPECTED TASKS AT THE LOWER END OF EACH SCALE REQUIRE VERY DIFFERENT SKILLS FROM THOSE AT THE HIGHER END ! MORE CAREFUL ANALYSIS OF THE RANGE OF TASKS ALONG EACH READING LITERACY SCALE PROVIDES SOME INDICATION OF AN ORDERED SET OF KNOWL EDGE CONSTRUCTION SKILLS AND STRATEGIES OR EXAMPLE ALL TASKS ON THE RETRIEV ING INFORMATION SCALE REQUIRE STUDENTS TO LOCATE INFORMATION IN PROSE TEXTS OR OTHER FORMS OF WRITING 4HE EASIEST TASKS ON THIS SCALE REQUIRE STUDENTS TO LOCATE EXPLICITLY STATED INFORMATION ACCORDING TO A SINGLE CRITERION WHERE THERE IS LITTLE IF ANY COMPETING INFORMATION IN THE TEXT Y CONTRAST TASKS AT THE HIGH END OF THIS SCALE REQUIRE STUDENTS TO LOCATE AND SEQUENCE MULTIPLE PIECES OF DEEPLY EMBEDDED INFORMATION SOMETIMES IN ACCORDANCE WITH MULTIPLE CRITERIA /FTEN THERE IS COMPETING INFORMATION IN THE TEXT THAT SHARES SOME FEATURES WITH THE INFORMATION REQUIRED FOR THE ANSWER 3IMILARLY ON THE INTERPRETING SCALE AND THE REFLECTION AND EVALUATION SCALE TASKS AT THE LOWER END DIFFER FROM THOSE AT THE HIGHER END IN TERMS OF THE PROCESS NEEDED TO ANSWER THEM CORRECTLY THE DEGREE TO WHICH THE READING STRATEGIES REQUIRED FOR A CORRECT ANSWER ARE SIGNALLED IN THE QUESTION OR THE INSTRUCTIONS THE LEVEL OF COMPLEXITY AND FAMILIARITY OF THE TEXT AND THE QUANTITY OF COMPETING OR DISTRACTING INFORMATION PRESENT IN THE TEXT ! DESCRIPTION OF THE CONCEPTUAL FRAMEWORK UNDERLYING THE 0)3! ASSESSMENT OF READING LITERACY IS PROVIDED IN -EASURING 3TUDENT +NOWLEDGE AND 3KILLS n ! .EW RAMEWORK FOR !SSESSMENT /%#$ A 0ERCENTAGE OF STUDENTS PROFICIENT AT EACH LEVEL OF READING LITERACY )F STUDENTS PROFICIENCY IS DESCRIBED IN TERMS OF FIVE LEVELS OF READING LITERACY IT IS POSSIBLE EITHER TO INDICATE WHAT PROPORTION OF THEM ARE PROFICIENT AT A PARTICULAR LEVEL OR TO IDENTIFY THE PERCENTAGE THAT ARE PROFICIENT AT MOST AT THAT LEVEL AS PRESENTED IN 4ABLES A D n MEANING THAT IT IS THEIR HIGHEST LEVEL OF PROFICIENCY (OWEVER KNOWING THAT PER CENT OF STUDENTS IN ONE COUNTRY AND PER CENT IN ANOTHER ARE EXACTLY AT SAY ,EVEL IS NOT ESPECIALLY MEANINGFUL WITHOUT ALSO KNOWING THE PERCENTAGES AT THE OTHER LEVELS )T IS THEREFORE GENERALLY MORE USEFUL TO KNOW THE /ÃŽÃÊÌÊÌ iʏœÜiÀÊi˜`ÊœvÊ iV ÊœvÊÌ iÊÌ ÀiiÊÀi`ˆ˜}Ê ÃViÃÊÀiµÕˆÀiÊ`ˆÀiVÌʘ`Ê ÃÌÀˆ} ÌvœÀÜÀ`ÊÕÃiÊœvÊ ÌiÝÌ°Ê OX (OW TO READ IGURE )N THE SAME WAY THAT STUDENTS ARE ALLOCATED A PERFORMANCE SCORE ON EACH 0)3! SCALE THE LEVEL OF DIFFICULTY OF THE TASKS SET CAN ALSO BE EXPRESSED IN TERMS OF THESE SCALES7HILE STUDENTS RECEIVE SCALE SCORES ACCORDING TO THEIR PERFORMANCE IN THE ASSESSMENT TASKS THE DIFFICULTY OF A TASK IS DERIVED FROM THE AVERAGE PERFORMANCE IN THAT TASK OF STUDENTS IN ALL COUNTRIES OR EXAMPLE 1UESTION FROM THE 2EADING 5NIT 'RAFFITI SHOWN IN IGURE REQUIRES STUDENTS TO COMPARE CLAIMS MADE IN TWO SHORT TEXTS WITH THEIR OWN VIEWS AND ATTITUDES AND HAS A NOTIONAL LEVEL OF DIFFICULTY OF POINTS! STUDENT WITH A SCORE OF IS EXPECTED TO BE CAPABLE OF DEALING / iÊÀiÃՏÌÃÊvœÀÊÊ«œ«ÕÌˆœ˜Ê V˜ÊLiÊiÝ«ÀiÃÃi`ÊÃÊÌ iÊ «iÀVi˜Ì}iÊœvÊÃÌÕ`i˜ÌÃÊÜˆÌ ˆ˜Ê Ê«À̈VՏÀʏiÛiÊœÀÊÃÊÌ iÊ «iÀVi˜Ì}iÊÀiV ˆ˜}ÊÌʏiÃÌÊ Ê«À̈VՏÀʏiÛiÊ­Ì ÌʈÃ]ÊÌÊ Ì ÌʏiÛiÊœÀÊLœÛi®° ˆvvˆVՏÌÊÌÃŽÃÊÌÊÌ iÊÌœ«Ê i˜`ÃÊÀiµÕˆÀiÊ“œÀiÊ Vœ“«iÝÊÕÃiÊœvÊÌiÝÌʘ`ÊœvÊ Ì iʈ`iÃÊiÝ«ÀiÃÃi`ʈ˜ÊˆÌ°
#(!04%2 Ê7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ WITH TASKS UP TO THIS LEVEL OF DIFFICULTY4HAT DOES NOT MEAN THAT EVERY STUDENT RECEIVING A SCORE OF OR ABOVE WILL HAVE ANSWERED THIS ITEM CORRECTLY OR THAT ALL STUDENTS RECEIVING SCORES BELOW WILL HAVE ANSWERED IT INCORRECTLY .OR DOES IT MEAN THAT STUDENTS WITH A SCORE OF WILL ANSWER CORRECTLY ALL ITEMS WITH A NOTIONAL LEVEL OF DIFFICULTY BELOW THIS POINT AND WILL ANSWER INCORRECTLY ALL ITEMS WITH A LEVEL OF DIFFICULTY ABOVE IT4HE DIFFICULTY OF A TASK IS ESTABLISHED IN SUCH AS WAY THAT STUDENTS WITH A SCORE EQUAL TO THAT OF A GIVEN ITEM WILL HAVE A KNOWN PROBABILITY OF ANSWERING IT CORRECTLY 3TUDENTS WITH SCORES ABOVEBELOW POINTS WILL HAVE A GREATERSMALLER LIKELIHOOD OF ANSWERING THE ITEM TAKEN AS AN EXAMPLE HERE AND OTHERS LIKE IT CORRECTLY 3TUDENTS ANSWERS TO SOME OPEN ENDED QUESTIONS MAY BE PARTIALLY CORRECT IN WHICH CASE THEY RECEIVE A PARTIAL CREDIT CORRESPONDING TO A LOWER SCORE ON THE PROFICIENCY SCALE THAN THAT OF A FULLY CORRECT ANSWER '2!)4) )M SIMMERING WITH ANGER AS THE SCHOOL WALL IS CLEANED AND REPAINTED FOR THE FOURTH TIME TO GET RID OF GRAFFITI #REATIVITY IS ADMIRABLE BUT PEOPLE SHOULD FIND WAYS TO EXPRESS THEMSELVES THAT DO NOT INFLICT EXTRA COSTS UPON SOCIETY 7HYDOYOUSPOILTHEREPUTATIONOFYOUNGPEOPLE BY PAINTING GRAFFITI WHERE ITS FORBIDDEN 0ROFESSIONAL ARTISTS DO NOT HANG THEIR PAINTINGS IN THE STREETS DO THEY )NSTEAD THEY SEEK FUNDING AND GAIN FAME THROUGH LEGAL EXHIBITIONS )N MY OPINION BUILDINGS FENCES AND PARK BENCHES ARE WORKS OF ART IN THEMSELVES )TS REALLY PATHETIC TO SPOIL THIS ARCHITECTURE WITH GRAFFITI AND WHATS MORE THE METHOD DESTROYS THE OZONE LAYER 2EALLY ) CANT UNDERSTAND WHY THESE CRIMINAL ARTISTS BOTHER AS THEIR hARTISTIC WORKSv ARE JUST REMOVED FROM SIGHT OVER AND OVER AGAIN (ELGA 4HERE IS NO ACCOUNTING FOR TASTE 3OCIETY IS FULL OF COMMUNICATION AND ADVERTISING #OMPANY LOGOS SHOP NAMES ,ARGE INTRUSIVE POSTERS ON THE STREETS !RE THEY ACCEPTABLE 9ES MOSTLY )S GRAFFITI ACCEPTABLE 3OME PEOPLE SAY YES SOME NO 7HO PAYS THE PRICE FOR GRAFFITI7HO IS ULTIMATELY PAYING THE PRICE FOR ADVERTISEMENTS #ORRECT4HE CONSUMER (AVE THE PEOPLE WHO PUT UP BILLBOARDS ASKED YOUR PERMISSION .O3HOULD GRAFFITI PAINTERS DO SO THEN )SNT IT ALL JUST A QUESTION OF COMMUNICATION n YOUR OWN NAME THE NAMES OF GANGS AND LARGE WORKS OF ART IN THE STREET 4HINK ABOUT THE STRIPED AND CHEQUERED CLOTHES THAT APPEARED IN THE STORES A FEW YEARS AGO !ND SKI WEAR 4HE PATTERNS AND COLOURS WERE STOLEN DIRECTLY FROM THE FLOWERY CONCRETE WALLS )TS QUITE AMUSING THAT THESE PATTERNS AND COLOURS ARE ACCEPTED AND ADMIRED BUT THAT GRAFFITI IN THE SAME STYLE IS CONSIDERED DREADFUL 4IMES ARE HARD FOR ART 3OPHIA 4HESE TWO LETTERS COME FROM THE )NTERNET AND ARE ABOUT GRAFFITI 'RAFFITI IS ILLEGAL PAINTING AND WRITING ON WALLS AND ELSEWHERE2EFER TO THE LETTERS TO ANSWER THE QUESTIONS ˆ}ÕÀiÊÓ°Ó 3AMPLES OF THE READING TASKS USED IN 0)3!
7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 ELOW ELOW ELOW ,%6%, 2ETRIEVING INFORMATION )NTERPRETING TEXTS ,%6%, 2EFLECTION AND EVALUATION ,%6%, 15%34)/. '2!)4) 4HE PURPOSE OF EACH OF THESE LETTERS IS TO ! %XPLAIN WHAT GRAFFITI IS 0RESENT AN OPINION ABOUT GRAFFITI # $EMONSTRATE THE POPULARITY OF GRAFFITI $4ELL PEOPLE HOW MUCH IS SPENT REMOVING GRAFFITI 15%34)/. '2!)4) 7E CAN TALK ABOUT WHAT A LETTER SAYS ITS CONTENT 7E CAN TALK ABOUT THE WAY A LETTER IS WRITTEN ITS STYLE 2EGARDLESS OF WHICH LETTER YOU AGREE WITH IN YOUR OPINION WHICH DO YOU THINK IS THE BETTER LETTER %XPLAIN YOUR ANSWER BY REFERRING TO THE WAY ONE OR BOTH LETTERS ARE WRITTEN 3CORE n PRESENTAN OPINION ABOUT GRAFFITI 3CORE n!NSWERS WHICH EXPLAIN OPINION WITH REFERENCE TO THE STYLE OR FORM OF ONE OR BOTH LETTERS4HEY SHOULD REFER TO CRITERIA SUCH AS STYLE OF WRITING STRUCTURE OF ARGUMENT COGENCY OF ARGUMENT TONE REGISTER USED OR STRATEGIES FOR PERSUADING READERS4ERMS LIKE BETTER ARGUMENTS MUST BE SUBSTANTIATED 4HIS TASK REQUIRES STUDENTS TO EVALUATE THE WRITERgSCRAFTBYCOMPARINGTWOSHORTLETTERS ON THE TOPIC OF GRAFFITI3TUDENTS NEED TO DRAW ON THEIR UNDERSTANDING OF WHAT CONSTITUTES GOOD STYLE IN WRITING 4HIS TASK REQUIRES STUDENTS TO COMPARE CLAIMS MADE IN TWO SHORT TEXTS WITH OWN VIEWS AND ATTITUDES 3TUDENTS ARE ALSO REQUIRED TO DEMONSTRATE BROAD UNDERSTANDING OF AT LEAST ONE OF THE TWO LETTERS 4HIS TASK REQUIRES STUDENTS TO IDENTIFY THE PURPOSE THAT TWO SHORT TEXTS HAVE IN COMMON BY COMPARING THE MAIN IDEAS IN EACH OF THEM 15%34)/. '2!)4) 7HY DOES 3OPHIA REFER TO ADVERTISING 3CORE n !NSWERS WHICH RECOGNISE THAT A COMPARISON IS BEING DRAWN BETWEEN GRAFFITI AND ADVERTISING AND ARE CONSISTENT WITH THE IDEA THAT ADVERTISING IS A LEGAL FORM OF GRAFFITI OR n !NSWERS WHICH RECOGNISE THAT REFERRING TO ADVERTISING IS A STRATEGY TO DEFEND GRAFFITI 15%34)/. '2!)4) 7HICH OF THE TWO LETTER WRITERS DO YOU AGREE WITH %XPLAIN YOUR ANSWER BY USING YOUR OWN WORDS TO REFER TO WHAT IS SAID IN ONE OR BOTH OF THE LETTERS 3CORE n!NSWERS WHICH EXPLAIN THE STUDENTgS POINT OF VIEW BY REFERRING TO THE CONTENT OF ONE OR BOTH LETTERS4HEY MAY REFER TO THE WRITERgS GENERAL POSITION IE FOR OR AGAINST OR TO A DETAIL OF HER ARGUMENT4HE INTERPRETATION OF THE WRITERgS ARGUMENT MUST BE PLAUSIBLE4HE EXPLANATION MAY TAKE THE FORM OF PARAPHRASE OF PART OF THE TEXT BUT MUST NOT BE WHOLLY OR LARGELY COPIED WITHOUT ALTERATION OR ADDITION 4HIS TASK REQUIRES STUDENTS TO INFER AN ANALOGICAL RELATIONSHIP BETWEEN TWO PHENOMENA IN THE TEXT 4HRESHOLDS BASED ON 20 SEE OX 3OURCE /%#$ 0)3!
#(!04%2 Ê7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ ,!/52 4HE TREE DIAGRAM BELOW SHOWS THE STRUCTURE OF A COUNTRYS LABOUR FORCE OR hWORKING AGE POPULATIONv4HE TOTAL POPULATION OF THE COUNTRY IN WAS ABOUT MILLION 4HE LABOUR FORCE STRUCTURE YEAR ENDED -ARCH S ˆ}ÕÀiÊÓ°ÓÊÊÊÊ­Vœ˜Ìˆ˜Õi`® 3AMPLES OF THE READING TASKS USED IN 0)3! .UMBERS OF PEOPLE ARE GIVEN IN THOUSANDS S 4HE WORKING AGE POPULATION IS DEFINED AS PEOPLE BETWEEN THE AGES OF AND 0EOPLE h.OT IN LABOUR FORCEv ARE THOSE NOT ACTIVELY SEEKING WORK ANDOR NOT AVAILABLE FOR WORK 3OURCE $ -ILLER ORM %CONOMICS %3! 0UBLICATIONS OX .EWMARKET !UCKLAND .: P 5SE THE INFORMATION ABOUT A COUNTRYS LABOUR FORCE TO ANSWER THE QUESTIONS 7ORKING AGE POPULATION .OT IN LABOUR FORCE )N LABOUR FORCE ULL TIME %MPLOYED 5NEMPLOYED 0ART TIME 3EEKING FULL TIME WORK .OT SEEKING FULL TIME WORK 3EEKING PART TIME WORK 3EEKING FULL TIME WORK
7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 ELOW ELOW ELOW 3OURCE /%#$ 0)3! 4HRESHOLDS BASED ON 20 SEE OX ,%6%, 2ETRIEVING INFORMATION 2EFLECTION AND EVALUATION ,%6%, )NTERPRETING TEXTS ,%6%, 3CORE n ANSWERS CORRECT CHECKED BOXES 4HIS TASK REQUIRES STUDENTS TO ANALYSE AND MATCH SEVERAL DESCRIBED CASES TO LABOURFORCESTATUSCATEGORIESWHERESOME OFTHERELEVANTINFORMATIONISINFOOTNOTES AND THEREFORE NOT PROMINENT 15%34)/. ,!/52 (OW MANY PEOPLE OF WORKING AGE WERE NOT IN THE LABOUR FORCE 7RITE THE NUMBER OF PEOPLE NOT THE PERCENTAGE 3CORE n!NSWERS WHICH INDICATE THAT THE NUMBER IN THE TREE DIAGRAM!.$ THE S IN THE TITLEFOOTNOTE HAVE BEEN INTEGRATED !LLOW APPROXIMATIONS BETWEEN AND IN FIGURES OR WORDS!LSO ACCEPT OR ONE MILLION IN WORDS OR FIGURES WITH QUALIFIER 4HIS TASK REQUIRES STUDENTS TO LOCATE CORRECT NUMERICAL INFORMATION IN A TREE DIAGRAMANDCOMBINEITWITHCONDITIONAL INFORMATION GIVEN IN A FOOTNOTE 3CORE n $ )N THE LABOUR FORCE AND NOT IN THE LABOUR FORCE 15%34)/. ,!/52 7HATARETHETWOMAINGROUPSINTOWHICHTHE WORKING AGE POPULATION IS DIVIDED ! %MPLOYED AND UNEMPLOYED /F WORKING AGE AND NOT OF WORKING AGE # ULL TIME WORKERS AND PART TIME WORKERS $ )N THE LABOUR FORCE AND NOT IN THE LABOUR FORCE 4HIS TASK REQUIRES STUDENTS TO UNDERSTAND THE RELATIONSHIP OF INFORMATION PRESENTED IN A TREE DIAGRAM 4HIS TASK REQUIRES STUDENTS TO LOCATE CORRECT NUMERICAL INFORMATION IN THE TREE DIAGRAM !T THIS LEVEL CONDITIONAL INFORMATION IS NOT USED 3CORE n!NSWERS WHICH INDICATE THAT THE NUMBER IN THE TREE DIAGRAM HAS BEEN LOCATED BUT THAT THE S IN THE TITLEFOOTNOTE HAS NOT BEEN CORRECTLY INTEGRATED!NSWERS STATING IN WORDS OR FIGURES !LLOW APPROXIMATIONS COMPARABLE TO THOSE FOR 3CORE 3CORE n OR ANSWERS CORRECT 4HIS TASK REQUIRES STUDENTS TO ANALYSE ANDMATCHSOMEDESCRIBEDCASESTOLABOUR FORCESTATUSCATEGORIESWHERESOMEOFTHE RELEVANTINFORMATIONISINFOOTNOTESAND THEREFORE NOT PROMINENT 15%34)/. ,!/52 4HE INFORMATION ABOUT THE LABOUR FORCE STRUCTURE IS PRESENTED AS A TREE DIAGRAM BUT IT COULD HAVE BEEN PRESENTED IN A NUMBER OF OTHER WAYS SUCH AS A WRITTEN DESCRIPTION A PIE CHART A GRAPH OR A TABLE 4HE TREE DIAGRAM WAS PROBABLY CHOSEN BECAUSE IT IS ESPECIALLY USEFUL FOR SHOWING ! #HANGES OVER TIME 4HE SIZE OF THE COUNTRYgS TOTAL POPULATION # #ATEGORIES WITHIN EACH GROUP $ 4HE SIZE OF EACH GROUP 3CORE n #CATEGORIES WITHIN EACH GROUP 4HIS TASK REQUIRES STUDENTS TO EVALUATE THE FORMAL FEATURES OF A TREE DIAGRAM IN ORDER TO RECOGNISE THE APPROPRIATENESS OF ITS STRUCTURE FOR SHOWING CATEGORIES WITHIN GROUPS 15%34)/. ,!/52 3UPPOSE THAT INFORMATION ABOUT THE LABOUR FORCE WAS PRESENTED IN A TREE DIAGRAM LIKE THIS EVERY YEAR ,ISTED BELOW ARE FOUR FEATURES OF THE TREE DIAGRAM 3HOW WHETHER OR NOT YOU WOULD EXPECT THESE FEATURES TO CHANGE FROM YEAR TO YEAR BY CIRCLING EITHER #HANGE OR .O CHANGE 3CORE n ANSWERS CORRECT 4HIS TASK REQUIRES STUDENTS TO DRAW ON KNOWLEDGE OF THE FORM AND CONTENT OF A TREE DIAGRAM ABOUT THE LABOUR FORCE TO DISTINGUISH BETWEEN VARIABLES AND STRUCTURAL FEATURES 15%34)/. ,!/52 )N WHICH PART OF THE TREE DIAGRAM IF ANY WOULD EACH OF THE PEOPLE LISTED IN THE TABLE BELOW BE INCLUDED 3HOW YOUR ANSWER BY PLACING A CROSS IN THE CORRECT BOX IN THE TABLE 4HE FIRST ONE HAS BEEN DONE FOR YOU RED BOX h)N LABOUR FORCE EMPLOYEDv h)N LABOUR FORCE UNEMPLOYEDv h.OT IN LABOUR FORCEv .OT INCLUDED IN ANY CATEGORY ! PART TIME WAITER AGED ! BUSINESS WOMAN AGED WHO WORKS A SIXTY HOUR WEEK ! FULL TIME STUDENT AGED ! MAN AGED WHO RECENTLY SOLD HIS SHOP AND IS LOOKING FOR WORK ! WOMAN AGED WHO HAS NEVER WORKED OR WANTED TO WORK OUTSIDE THE HOME ! GRANDMOTHER AGED WHO STILL WORKS A FEW HOURS A DAY AT THE FAMILYS MARKET STALL EATURES OF TREE DIAGRAM !NSWER 4HE LABELS IN EACH BOX .O CHANGE EG )N LABOUR FORCE 4HE PERCENTAGES EG #HANGE 4HE NUMBERS EG #HANGE 4HEFOOTNOTESUNDERTHETREEDIAGRAM .O CHANGE
#(!04%2 Ê7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ 3CIENTIFIC 0OLICE 7EAPONS 2EFER TO THE MAGAZINE ARTICLE TO ANSWER THE QUESTIONS OF THESE HAIRS AND SOME OF THE SUSPECTS BLOOD CELLS )N THE NUCLEUS OF EACH CELL IN OUR BODIES THERE IS $.!7HAT IS IT $.! IS LIKE A NECKLACE MADE OF TWO TWISTED STRINGS OF PEARLS )MAGINE THAT THESE PEARLS COME IN FOUR DIFFERENT COLOURS AND THAT THOUSANDS OF COLOURED PEARLS WHICH MAKE UP A GENE ARE STRUNG IN A VERY SPECIFIC ORDER )N EACH INDIVIDUAL THIS ORDER IS EXACTLY THE SAME IN ALL THE CELLS IN THE BODY THOSE OF THE HAIR ROOTS AS WELL AS THOSE OF THE BIG TOE THOSE OF THE LIVER AND THOSE OF THE STOMACH OR BLOOD UT THE ORDER OF THE PEARLS VARIES FROM ONE PERSON TO ANOTHER 'IVEN THE NUMBER OF PEARLS STRUNG IN THIS WAY THERE IS VERY LITTLE CHANCE OF TWO PEOPLE HAVING THE SAME $.! WITH THE EXCEPTION OF IDENTICAL TWINS5NIQUE TO EACH INDIVIDUAL $.! IS THUS A SORT OF GENETIC IDENTITY CARD 'ENETICISTS ARE THEREFORE ABLE TO COMPARE THE SUSPECTS GENETIC IDENTITY CARD DETER MINED FROM HIS BLOOD WITH THAT OF THE PERSON WITH THE RED HAIR )F THE GENETIC CARD IS THE SAME THEY WILL KNOW THAT THE 'ENETIC WHAT $.! IS MADE UP OF A NUMBER OF GENES EACH CONSISTING OF THOUSANDS OF hPEARLSv4OGETHER THESE GENES FORM THE GENETIC IDENTITY CARD OF A PERSON -ICROSCOPE IN A POLICE LABORATORY SUSPECT DID IN FACT GO NEAR THE VICTIM HE SAID HED NEVER MET *UST ONE PIECE OF EVIDENCE -ORE AND MORE OFTEN IN CASES OF SEXUAL ASSAULT MURDER THEFT OR OTHER CRIMES THE POLICE ARE HAVING GENETIC ANALYSES DONE 7HY 4O TRY TO FIND EVIDENCE OF CONTACT BETWEEN TWO PEOPLE TWO OBJECTS OR A PERSON AND AN OBJECT 0ROVING SUCH CONTACT IS OFTEN VERY USEFUL TO THE INVESTIGATION UT IT DOES NOT NECESSARILY PROVIDE PROOF OF A CRIME )T IS JUST ONE PIECE OF EVIDENCE AMONGST MANY OTHERS !NNE 6ERSAILLES 7E ARE MADE UP OF BILLIONS OF CELLS %VERY LIVING THING IS MADE UP OF LOTS OF CELLS! CELL IS VERY SMALL INDEED)T CAN ALSO BE SAID TO BE MICROSCOPIC BECAUSE IT CAN ONLY BE SEEN USING A MICROSCOPE WHICH MAGNIFIES IT MANY TIMES %ACH CELL HAS AN OUTER MEMBRANE AND A NUCLEUS IN WHICH THE $.! IS FOUND !T THE CRIME SCENE INVESTIGATORSHAVEGATHEREDEVERY POSSIBLE SHRED OF EVIDENCE IMAGINABLEFIBRES FROM FABRICS HAIRS FINGER MARKS CIGARETTE ENDSx4HE FEW HAIRS FOUND ON THE VICTIMS JACKET ARE RED !ND THEY LOOK STRANGELY LIKE THE SUSPECTS)F IT COULD BE PROVED THAT THESE HAIRS ARE INDEED HIS THIS WOULD BE EVIDENCE THAT HE HAD IN FACT MET THE VICTIM %VERY INDIVIDUAL IS UNIQUE 3PECIALISTS SET TO WORK4HEY EXAMINE SOME CELLS AT THE ROOT ! MURDER HAS BEEN COMMITTED BUT THE SUSPECT DENIES EVERYTHING(ECLAIMS NOT TO KNOW THE VICTIM(E SAYS HE NEVER KNEW HIM NEVERWENTNEARHIM NEVER TOUCHED HIMx 4HE POLICE AND THE JUDGE ARE CONVINCED THAT HE IS NOT TELLING THE TRUTH UT HOW TO PROVE IT (OW IS THE GENETIC IDENTITY CARD REVEALED 4HE GENETICIST TAKES THE FEW CELLS FROM THE BASE OF THE HAIRS FOUND ON THE VICTIM OR FROM THE SALIVA LEFT ON A CIGARETTE END(E PUTS THEM INTO A PRODUCT WHICH DESTROYS EVERYTHING AROUND THE $.! OF THE CELLS (E THEN DOES THE SAME THING WITH SOME CELLS FROM THE SUSPECTS BLOOD4HE $.! IS THEN SPECIALLY PREPARED FOR ANALYSIS!FTER THIS IT IS PLACED IN A SPECIAL GEL AND AN ELECTRIC CURRENT IS PASSED THROUGH THE GEL !FTER A FEW HOURS THIS PRODUCES STRIPES SIMILAR TO A BAR CODE LIKE THE ONES ON THINGS WE BUY WHICH ARE VISIBLE UNDER A SPECIAL LAMP4HE BAR CODE OF THE SUSPECTS $.! IS THEN COMPARED WITH THAT OF THE HAIRS FOUND ON THE VICTIM ˆ}ÕÀiÊÓ°ÓÊÊÊÊ­Vœ˜Ìˆ˜Õi`® 3AMPLES OF THE READING TASKS USED IN 0)3!
7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 ELOW ELOW ELOW 3OURCE /%#$ 0)3! 4HRESHOLDS BASED ON 20 SEE OX ,%6%, 2ETRIEVING INFORMATION )NTERPRETING TEXTS ,%6%, 2EFLECTION AND EVALUATION ,%6%, 4HIS TASK REQUIRES STUDENTS TO INTEGRATE INFORMATION FROM DIFFERENT PARAGRAPHS IN ORDER TO IDENTIFY THE MAIN IDEA OF A SCIENTIFIC MAGAZINE ARTICLE WRITTEN FOR YOUNG PEOPLE 15%34)/. 3#)%.4))# 0/,)#% 7%!0/.3 4O EXPLAIN THE STRUCTURE OF $.! THE AUTHOR TALKS ABOUT A PEARL NECKLACE(OW DO THESE PEARL NECKLACES VARY FROM ONE INDIVIDUAL TO ANOTHER !4HEY VARY IN LENGTH 4HE ORDER OF THE PEARLS IS DIFFERENT #4HE NUMBER OF NECKLACES IS DIFFERENT $4HE COLOUR OF THE PEARLS IS DIFFERENT 3CORE n 4HE ORDER OF THE PEARLS IS DIFFERENT 15%34)/. 3#)%.4))# 0/,)#% 7%!0/.3 4HE END OF THE INTRODUCTION THE FIRST SHADED SECTION SAYS UT HOW TO PROVE IT !CCORDING TO THE PASSAGE INVESTIGATORS TRY TO FIND AN ANSWER TO THIS QUESTION BY !)NTERROGATING WITNESSES #ARRYING OUT GENETIC ANALYSES #)NTERROGATING THE SUSPECT THOROUGHLY $'OING OVER ALL THE RESULTS OF THE INVESTIGATION AGAIN 3CORE n #ARRYING OUT GENETIC ANALYSES 4HIS TASK REQUIRES STUDENTS TO LOCATE INFORMATION IN A SCIENTIFIC MAGAZINE ARTICLE FOR YOUNG PEOPLE BY MAKING A SYNONYMOUS MATCH AMONG COMPETING INFORMATION 15%34)/. 3#)%.4))# 0/,)#% 7%!0/.3 7HAT IS THE PURPOSE OF THE BOX HEADED (OW IS THE GENETIC IDENTITY CARD REVEALED 4O EXPLAIN ! 7HAT $.! IS 7HAT A BAR SCORE IS # (OW CELLS ARE ANALYSED TO FIND THE PATTERN OF $.! $ (OW IT CAN BE PROVED THAT A CRIME HAS BEEN COMMITTED 3CORE n #(OW CELLS ARE ANALYSED TO FIND THE PATTERN OF $.! 15%34)/. 3#)%.4))# 0/,)#% 7%!0/.3 7HAT IS THE AUTHORgS MAIN AIM ! 4O WARN 4O AMUSE # 4O INFORM $ 4O CONVINCE 3CORE n #4O INFORM 4HIS TASK REQUIRES STUDENTS TO IDENTIFY THE WRITERgS GENERAL PURPOSE IN A SCIENTIFIC MAGAZINE ARTICLE WRITTEN FOR YOUNG PEOPLE 4HIS TASK REQUIRES STUDENTS TO RECOGNISE AN APPROPRIATE SUMMARY OF A CLEARLY IDENTIFIED PARAGRAPH IN A SCIENTIFIC MAGAZINE ARTICLE FOR YOUNG PEOPLE BY INTEGRATING INFORMATION FROM SEVERAL SENTENCES3OME COMPETING INFORMATION IS PRESENT
#(!04%2 Ê7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ PERCENTAGE WHO ARE AT MOST PROFICIENT AT A GIVEN LEVEL SINCE THIS INFORMATION INDICATES WHAT PROPORTION OF STUDENTS ARE ABLE TO COPE WITH CERTAIN DEMANDS OF EVERYDAY LIFE AND WORK OR THE PURPOSES OF ANALYSIS LATER IN THIS REPORT AND ELSEWHERE THE ATTRIBUTES OF GROUPS OF STUDENTS WHO PERFORM AT A CERTAIN LEVEL MAY NEVERTHELESS BE USEFUL IN ORDER TO EXPLORE THE LIMITS OF THEIR PROFICIENCY IGURE PRESENTS AN OVERALL PROFILE OF PROFICIENCY ON THE COMBINED READING LITERACY SCALE SEE ALSO4ABLE A THE LENGTH OF THE BARS SHOWING THE PERCENTAGE OF STUDENTS PROFICIENT AT EACH LEVEL 0ROFICIENCY AT ,EVEL ABOVE POINTS 3TUDENTS PROFICIENT AT ,EVEL ON THE COMBINED READING LITERACY SCALE ARE CAPABLE OF COMPLETING SOPHISTICATED READING TASKS SUCH AS MANAGING INFORMATION THAT IS DIFFICULT TO FIND IN UNFAMILIAR TEXTSSHOWING DETAILED UNDERSTANDING OF SUCH TEXTS AND INFERRING WHICH INFORMATION IN THE TEXT IS RELEVANT TO THE TASKAND BEING ABLE TO EVALUATE CRITICALLY AND BUILD HYPOTHESES DRAW ON SPECIALISED KNOWLEDGE AND ACCOMMODATE CONCEPTS THAT MAY BE CONTRARY TO EXPECTATIONS 3EE IGURE FOR A MORE DETAILED DESCRIPTION 3TUDENTS PERFORMING AT THE HIGHEST 0)3! PROFICIENCY LEVELS ARE LIKELY TO ENHANCE THEIR COUNTRYS POOL OF TALENT 4ODAYS PROPORTION OF STUDENTS PERFORMING AT THESE LEVELS MAY ALSO INFLUENCE THE CONTRIBUTION WHICH THAT COUNTRY WILL MAKE TO THE POOL OF TOMORROWS WORLD CLASS KNOWLEDGE WORKERS IN THE GLOBAL ECONOMY #OMPARING THE PROPORTIONS OF STUDENTS REACHING THE HIGHEST LEVEL OF READING PROFICIENCY IS THEREFORE OF RELEVANCE IN ITSELF )N THE COMBINED /%#$ AREA PER CENT OF THE STUDENTS IN 0)3! ARE PROFICIENT AT ,EVEL -ORE THAN PER CENT OF STUDENTS IN !USTRALIA #ANADA INLAND .EW :EALAND AND THE 5NITED +INGDOM REACH THIS LEVEL AND PER CENT OR MORE IN ELGIUM )RELAND AND THE 5NITED 3TATES BUT IT IS PER CENT OR LESS IN RAZIL 'REECE ,ATVIA ,UXEMBOURG -EXICO 0ORTUGAL THE 2USSIAN EDERATION AND 3PAIN 4ABLE A )T IS IMPORTANT TO KEEP IN MIND THAT THE PROPORTION OF STUDENTS PERFORMING AT ,EVEL IS INFLUENCED NOT ONLY BY THE OVERALL PERFORMANCE OF COUNTRIES IN READING LITERACY BUT ALSO BY THE VARIATION THAT EXISTS WITHIN COUNTRIES BETWEEN THE STUDENTS WITH THE HIGHEST AND THE LOWEST LEVELS OF PERFORMANCE7HILE THERE IS A GENERAL TENDENCY FOR COUNTRIES WITH A HIGHER PROPORTION OF STUDENTS SCORING AT ,EVEL TO HAVE FEWER STUDENTS AT ,EVEL AND BELOW THIS IS NOT ALWAYS THE CASE )N INLAND FOR EXAMPLE PER CENT OF STUDENTS REACH ,EVEL WHILE ONLY PER CENT ARE BELOW ,EVEL BUT ELGIUM AND THE 5NITED 3TATES FOR EXAMPLE WHICH ALSO HAVE HIGH PERCENTAGES REACHING ,EVEL HAVE RELATIVELY HIGH PROPORTIONS OF STUDENTS SCORING BELOW ,EVEL AS WELL AND PER CENT RESPECTIVELY Y CONTRAST IN +OREA ONE OF THE COUNTRIES THAT PERFORMS AT A VERY HIGH LEVEL IN ALL THREE DOMAINS IN 0)3! LESS THAN PER CENT OF STUDENTS REACH ,EVEL AND LESS THAN PER CENT SCORE BELOW ,EVEL -ÌÕ`i˜ÌÃÊÌÊiÛiÊxÊÀiÊ V«LiÊœvÊVœ“«ï˜}Ê Ãœ« ˆÃ̈VÌi`ÊÀi`ˆ˜}Ê ÌÃŽÃo oÜˆÌ ÊÃŽˆÃÊÌ ÌÊÀiÊ ÛˆÌÊˆ˜ÊŽ˜œÜi`}i‡LÃi`Ê iVœ˜œ“ˆið iÛiÊxÊVVœÕ˜ÌÃÊvœÀÊœÛiÀÊ £x¯ÊœvÊÃÌÕ`i˜ÌÃʈ˜ÊÃœ“iÊ VœÕ˜ÌÀˆiÃʘ`ÊÕ˜`iÀÊx¯Ê ˆ˜ÊœÌ iÀð œÕ˜ÌÀˆiÃÊÜˆÌ Ê“˜ÞÊ ÃÌÕ`i˜ÌÃÊÌÊiÛiÊxÊÀiÊ ˜œÌʏÜÞÃÊÌ œÃiÊÜˆÌ Ê Ì iÊӏiÃÌÊ«iÀVi˜Ì}iÊœvÊ ÃÌÕ`i˜ÌÃÊ«iÀvœÀ“ˆ˜}Ê«œœÀÞ°
7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 %XAMINING THE THREE COMPONENTS OF THE COMBINED READING LITERACY SCALE SHOWS EVEN MORE VARIATION PARTICULARLY IN THOSE COUNTRIES WITH AN ABOVE AVERAGE PERCENTAGE OF STUDENTS PERFORMING AT ,EVEL ON THE COMBINED READING LITERACY SCALE )N INLAND FOR EXAMPLE PER CENT OF STUDENTS REACH ,EVEL ON THE RETRIEVING INFORMATION SCALE 4ABLE B BUT ONLY PER CENT REACH ,EVEL ON THE REFLECTION AND EVALUATION SCALE /%#$ AVERAGE PER CENT 4ABLE D ! SIMILAR PICTURE THOUGH LESS PRONOUNCED CAN BE OBSERVED IN !USTRALIA ELGIUM AND 3WEDEN Y CONTRAST #ANADA AND THE 5NITED +INGDOM SHOW HIGHER PERCENTAGES ON THE REFLECTION AND EVALUATION SCALE THAN ON THE RETRIEVING INFORMATION AND INTERPRETING SCALES SUGGESTING THAT HIGH OVERALL PERFORMANCE IN !T ,EVEL ˆ}ÕÀiÊÓ°Î 0ERCENTAGE OF STUDENTS PERFORMING AT EACH OF THE PROFICIENCY LEVELS ON THE COMBINED READING LITERACY SCALE 0ERCENTAGE OF STUDENTS 3OURCE /%#$ 0)3! DATABASE 4ABLE A INLAND +OREA #ANADA *APAN )RELAND .EW :EALAND !USTRALIA 5NITED +INGDOM 3WEDEN ELGIUM !USTRIA )CELAND .ORWAY RANCE 5NITED 3TATES $ENMARK 3WITZERLAND 3PAIN #ZECH 2EPUBLIC )TALY 'ERMANY 0OLAND (UNGARY 'REECE 0ORTUGAL ,UXEMBOURG -EXICO ,IECHTENSTEIN 2USSIAN EDERATION ,ATVIA RAZIL ELOW ,EVEL !T ,EVEL !T ,EVEL !T ,EVEL !T ,EVEL / iÊ«iÀVi˜Ì}iÊœvÊ ÃÌÕ`i˜ÌÃÊÌÊiÛiÊxÊÛÀˆiÃÊ ˆ˜ÊÌ iÊ`ˆvviÀi˜ÌÊëiVÌÃÊ œvÊÀi`ˆ˜}°
#(!04%2 Ê7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ THESE COUNTRIES IS ACHIEVED IN PART BY STRONG PERFORMANCE IN TASKS THAT REQUIRE STUDENTS TO ENGAGE IN CRITICAL EVALUATION TO USE HYPOTHESES AND TO RELATE TEXTS TO THEIR OWN EXPERIENCE KNOWLEDGE AND IDEAS 4ABLES B C AND D !MONG THE COUNTRIES WITH THE LOWEST PERCENTAGE OF STUDENTS REACHING ,EVEL ON THE COMBINED READING LITERACY SCALE ONLY PER CENT OF STUDENTS IN 'REECE REACH ,EVEL ON THE RETRIEVING INFORMATION AND INTERPRETING SCALES BUT THREE TIMES THAT PROPORTION PER CENT /%#$ AVERAGE IS PER CENT REACH ,EVEL ON THE REFLECTION AND EVALUATION SCALE 4ABLES B AND D 0ROFICIENCY AT ,EVEL FROM TO POINTS 3TUDENTS PROFICIENT AT ,EVEL ON THE COMBINED READING LITERACY SCALE ARE CAPABLE OF DIFFICULT READING TASKS SUCH AS LOCATING EMBEDDED INFORMATION CONSTRUING MEANING FROM NUANCES OF LANGUAGE AND CRITICALLY EVALUATING A TEXT SEE IGURE FOR A DETAILED DESCRIPTION )N THE COMBINED /%#$ AREA PER CENT OF STUDENTS ARE PROFICIENT AT ,EVEL AND BEYOND THAT IS AT ,EVELS AND 4ABLE A (ALF OF THE STUDENTS IN INLAND AND PER CENT OR MORE OF THOSE IN !USTRALIA #ANADA )RELAND .EW :EALAND AND THE 5NITED +INGDOM ATTAIN AT LEAST ,EVEL 7ITH THE EXCEPTION OF ,UXEMBOURG AND -EXICO AT LEAST ONE IN FIVE STUDENTS IN EACH /%#$ COUNTRY REACHES AT LEAST ,EVEL )N RAZIL THE COUNTRY WITH THE LOWEST PERFORMANCE IN READING LITERACY OVERALL ONLY PER CENT OF STUDENTS SCORE AT ,EVEL OR ABOVE !T ,EVEL THE DIFFERENCES IN PERFORMANCE BETWEEN THE THREE READING LITERACY SCALES TEND TO BE SMALLER THAN AT ,EVEL )N RAZIL HOWEVER THE PROPORTION OF STUDENTS AT LEAST AT ,EVEL ON THE REFLECTION AND EVALUATION SCALE IS MORE THAN TWICE THE PROPORTION OF STUDENTS AT THAT LEVEL ON THE RETRIEVING INFORMATION SCALE PER CENT AND PER CENT RESPECTIVELY 4ABLES B D )N 'REECE -EXICO 0ORTUGAL AND 3PAIN THE GAP IS PERCENTAGE POINTS OR MORE4HE REVERSE IS TRUE IN ELGIUM INLAND RANCE AND ,IECHTENSTEIN 0ROFICIENCY AT ,EVEL FROM TO POINTS 3TUDENTS PROFICIENT AT ,EVEL ON THE COMBINED READING LITERACY SCALE ARE CAPABLE OF READING TASKS OF MODERATE COMPLEXITY SUCH AS LOCATING MULTIPLE PIECES OF INFORMATION MAKING LINKS BETWEEN DIFFERENT PARTS OF A TEXT AND RELATING IT TO FAMILIAR EVERYDAY KNOWLEDGE SEE IGURE FOR A DETAILED DESCRIPTION )N THE COMBINED /%#$ AREA PER CENT OF STUDENTS ARE PROFICIENT AT LEAST AT ,EVEL THAT IS AT ,EVELS OR ON THE COMBINED READING LITERACY SCALE 4ABLE A )N NINE OUT OF /%#$ COUNTRIES BETWEEN TWO THIRDS AND PER CENT OF YEAR OLD STUDENTS ARE PROFICIENT AT LEAST AT ,EVEL 4O WHAT EXTENT IS THE PATTERN OF PROFICIENCY SIMILAR ACROSS COUNTRIES4O EXAMINE THIS CONSIDER THE NINE COUNTRIES THAT HAVE BETWEEN TWO THIRDS AND JUST OVER THREE QUARTERS OF STUDENTS AT ,EVEL OR ABOVE 4HESE ARE IN ORDER INLAND +OREA #ANADA *APAN )RELAND .EW :EALAND !USTRALIA THE 5NITED +INGDOM AND 3WEDEN (OW DO THESE COUNTRIES DO IN OTHER RESPECTS )N ONE COUNTRY /ÃŽÃÊÌÊiÛiÊ{ÊÀiÊÃ̈Ê Vœ“«iÝʘ`Ê`ˆvvˆVՏÌ]Ê ˜`ÊV˜ÊLiÊVœÀÀiV̏ÞÊ ˜ÃÜiÀi`ÊLÞÊLœÕÌÊÊ Ì ˆÀ`ÊœvʏÊÃÌÕ`i˜ÌÃo oÜˆÌ ÊviÜiÀÊ`ˆvviÀi˜ViÃÊ LiÌÜii˜Ê«iÀvœÀ“˜ViÊœ˜Ê Ì iÊÌ ÀiiÊëiVÌÃÊœvÊ Ài`ˆ˜}° / Àiiʈ˜ÊvˆÛiÊÃÌÕ`i˜ÌÃÊ V˜Ê«iÀvœÀ“ÊÀi`ˆ˜}Ê ÌÃŽÃÊœvÊ“œ`iÀÌiÊ Vœ“«i݈ÌÞÆʈ˜Êˆ˜˜`Ê Õ«ÊÌœÊvœÕÀʈ˜ÊvˆÛio oLÕÌÊVœÕ˜ÌÀˆiÃÊÜ iÀiÊ “œÃÌÊÃÌÕ`i˜ÌÃÊÀiÊÌʏiÃÌÊ ÌÊiÛiÊÎÊ`ˆvviÀʈ˜ÊœÌ iÀÊ ÀiëiVÌðÊ
7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 INLAND RELATIVELY LARGE PROPORTIONS OF STUDENTS ARE ALSO HIGHLY LITERATE PER CENT PERFORMING AT ,EVEL COMPARED WITH THE /%#$ AVERAGE OF PER CENT AND A RELATIVELY LARGE NUMBER ARE ABOVE THE MOST BASIC LEVEL ONLY PER CENT IN INLAND ARE AT ,EVEL OR BELOW INLAND THUS SHOWS STRONG RESULTS ON THE COMBINED READING LITERACY SCALE )N A FURTHER FIVE COUNTRIES !USTRALIA #ANADA )RELAND .EW :EALAND AND THE 5NITED +INGDOM THERE ARE LARGE NUMBERS AT THE HIGHEST LEVEL BETWEEN AND PER CENT BUT THE PERCENTAGE WITH PERFORMANCE AT OR BELOW ,EVEL IS HIGHER THAN IN INLAND BETWEEN AND PER CENT /%#$ AVERAGE IS PER CENT 4HESE COUNTRIES PERFORM WELL IN GETTING STUDENTS TO THE HIGHEST LEVEL OF PROFICIENCY BUT SUCCEED LESS WELL IN REDUCING THE PROPORTION WITH LOW SKILLS)N .EW :EALAND MORE STUDENTS THAN IN ANY OTHER COUNTRY ARE PROFICIENT AT ,EVEL PER CENT BUT A RELATIVELY HIGH NUMBER PER CENT PERFORM ONLY AT OR BELOW ,EVEL 4HE RESULTS FOR +OREA SHOW THAT LOW DISPARITIES IN LITERACY SKILLS AT A RELATIVELY HIGH LEVEL ARE AN ATTAINABLE GOAL THREE QUARTERS OF ITS STUDENTS ARE PROFICIENT AT LEAST AT ,EVEL AND ONLY PER CENT ARE AT OR BELOW ,EVEL ,IKE +OREA *APAN HAS LARGE NUMBERSOFSTUDENTSWITHATLEAST,EVELLITERACYBUTRELATIVELYFEWATEITHERTHEHIGH EST OR LOWEST LEVELSINALLY IN 3WEDEN TWO THIRDS OF STUDENTS ARE AT LEAST AT ,EVEL BUT THE NUMBERS WITH HIGH AND LOW LEVELS OF LITERACY ARE CLOSER TO THE AVERAGE 0ROFICIENCY AT ,EVEL FROM TO POINTS 3TUDENTS PROFICIENT AT ,EVEL ARE CAPABLE OF BASIC READING TASKS SUCH AS LOCATING STRAIGHTFORWARD INFORMATION MAKING LOW LEVEL INFERENCES OF VARIOUS TYPES WORKING OUT WHAT A WELL DEFINED PART OF A TEXT MEANS AND USING SOME OUTSIDE KNOWLEDGE TO UNDERSTAND IT SEE IGURE FOR A DETAILED DESCRIPTION )N THE COMBINED /%#$ AREA PER CENT OF STUDENTS ARE PROFICIENT AT ,EVEL OR ABOVE ON THE COMBINED READING LITERACY SCALE )N EVERY /%#$ COUNTRY AT LEAST HALF OF ALL STUDENTS ARE AT ,EVEL OR ABOVE 4ABLE A )N 3PAIN ONLY PER CENT OF STUDENTS REACH ,EVEL BUT AN ABOVE AVERAGE PER CENT REACH AT LEAST ,EVEL 4ABLE A )T IS INTERESTING TO CONTRAST 3PAINS PERFORMANCE WITH .EW :EALANDS SIMILAR PROPORTIONS OF STUDENTS ARE AT LEAST AT ,EVEL AND PER CENT RESPECTIVELY BUT THE PROPORTION IN .EW :EALAND AT ,EVEL IS ALMOST FIVE TIMES HIGHER THAN THAT IN 3PAIN Y CONTRAST IN 3PAIN A PARTICULARLY LARGE PROPORTION OF STUDENTS PER CENT HAVE ,EVEL AS THEIR HIGHEST PROFICIENCY LEVEL 0ROFICIENCY AT ,EVEL FROM TO POINTS OR BELOW LESS THAN POINTS 2EADING LITERACY AS DEFINED IN 0)3! FOCUSES ON THE KNOWLEDGE AND SKILLS REQUIRED TO APPLY hREADING FOR LEARNINGv RATHER THAN ON THE TECHNICAL SKILLS ACQUIRED IN hLEARNING TO READv3INCE COMPARATIVELY FEW YOUNG ADULTS IN /%#$ COUNTRIES HAVE NOT ACQUIRED TECHNICAL READING SKILLS 0)3! DOES NOT THEREFORE SEEK TO MEASURE -œ“iÊVœÕ˜ÌÀˆiÃÊÜˆÌ Ê “˜ÞÊÃÌÀœ˜}ÊÀi`iÀÃÊÃœÊ ÛiʵՈÌiÊÊviÜÊÜiŽÊ œ˜iÃo oÜ ˆiʈ˜ÊœÌ iÀÃÊÌ iÊ }ÀiÌÊ“œÀˆÌÞÊÀiÊ“œÀiÊ œ“œ}i˜iœÕð œÀiÊÌ ˜ÊvœÕÀʈ˜ÊvˆÛiÊ ÃÌÕ`i˜ÌÃÊœÛiÀ]ʘ`Ê ˜œÜ iÀiÊviÜiÀÊÌ ˜Ê v]Ê V˜Ê«iÀvœÀ“ÊLÈVÊ Ài`ˆ˜}ÊÌÎð / iÊÈ“«iÃÌÊÌÃŽÃʈ˜Ê *-ÊÀiµÕˆÀiÊÃÌÕ`i˜ÌÃÊÌœÊ `œÊ“œÀiÊÌ ˜ÊÕÃÌÊÀi`Ê ÜœÀ`ÃÊvÕi˜ÌÞo
#(!04%2 Ê7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ SUCH THINGS AS THE EXTENT TO WHICH YEAR OLD STUDENTS ARE FLUENT READERS OR HOW WELL THEY SPELL OR RECOGNISE WORDS )N LINE WITH MOST CONTEMPORARY VIEWS ABOUT READING LITERACY 0)3! FOCUSES ON MEASURING THE EXTENT TO WHICH INDIVIDUALS ARE ABLE TO CONSTRUCT EXPAND AND REFLECT ON THE MEANING OF WHAT THEY HAVE READ IN A WIDE RANGE OF TEXTS COMMON BOTH WITHIN AND BEYOND SCHOOL4HE SIMPLEST READING TASKS THAT CAN STILL BE ASSOCIATED WITH THIS NOTION OF READING LITERACY ARE THOSE AT ,EVEL 3TUDENTS PROFICIENT AT THIS LEVEL ARE CAPABLE OF COMPLETING ONLY THE LEAST COMPLEX READING TASKS DEVELOPED FOR 0)3! SUCH AS LOCATING A SINGLE PIECE OF INFOR MATION IDENTIFYING THE MAIN THEME OF A TEXT OR MAKING A SIMPLE CONNECTION WITH EVERYDAY KNOWLEDGE SEE IGURE FOR A DETAILED DESCRIPTION 3TUDENTS PERFORMING BELOW POINTS IE BELOW ,EVEL ARE NOT CAPABLE OF THE MOST BASIC TYPE OF READING THAT 0)3! SEEKS TO MEASURE4HIS DOES NOT MEAN THAT THEY HAVE NO LITERACY SKILLS )N FACT MOST OF THESE STUDENTS CAN PROBABLY READ IN A TECHNICAL SENSE AND THE MAJORITY OF THEM PER CENT ON AVERAGE ACROSS /%#$ COUNTRIES ARE ABLE TO SOLVE SUCCESSFULLY AT LEAST PER CENT OF THE NON MULTIPLE CHOICE READING TASKS IN 0)3! AND PER CENT A QUARTER OF THEM .ONETHELESS THEIR PATTERN OF ANSWERS IN THE ASSESSMENT IS SUCH THAT THEY WOULD BE EXPECTED TO SOLVE FEWER THAN HALF OF THE TASKS IN A TEST MADE UP OF ITEMS DRAWN SOLELY FROM ,EVEL AND THEREFORE PERFORM BELOW ,EVEL 3UCH STUDENTS HAVE SERIOUS DIFFICULTIES IN USING READING LITERACY AS AN EFFECTIVE TOOL TO ADVANCE AND EXTEND THEIR KNOWLEDGE AND SKILLS IN OTHER AREAS 3TUDENTS WITH LITERACY SKILLS BELOW ,EVEL MAY THEREFORE BE AT RISK NOT ONLY OF DIFFICULTIES IN THEIR INITIAL TRANSITION FROM EDUCATION TO WORK BUT ALSO OF FAILURE TO BENEFIT FROM FURTHER EDUCATION AND LEARNING OPPORTUNITIES THROUGHOUT LIFE %DUCATION SYSTEMS WITH LARGE PROPORTIONS OF STUDENTS PERFORMING BELOW OR EVEN AT ,EVEL SHOULD BE CONCERNED THAT SIGNIFICANT NUMBERS OF THEIR STUDENTS MAY NOT BE ACQUIRING THE NECESSARY LITERACY KNOWLEDGE AND SKILLS TO BENEFIT SUFFICIENTLY FROM THEIR EDUCATIONAL OPPORTUNITIES 4HIS SITUATION IS EVEN MORE TROUBLESOME IN LIGHT OF THE EXTENSIVE EVIDENCE SUGGESTING THAT IT IS DIFFICULT IN LATER LIFE TO COMPENSATE FOR LEARNING GAPS IN INITIAL EDUCATION /%#$ DATA SUGGEST INDEED THAT JOB RELATED CONTINUING EDUCATION AND TRAINING OFTEN REINFORCE THE SKILL DIFFERENCES WITH WHICH INDIVIDUALS LEAVE INITIAL EDUCATION /%#$ !DULT LITERACY SKILLS AND PARTICIPATION IN CONTINUING EDUCATION AND TRAINING ARE STRONGLY RELATED EVEN AFTER CONTROLLING FOR OTHER CHARACTERISTICS AFFECTING PARTICIPATION IN TRAINING ,ITERACY SKILLS AND CONTINUING EDUCATION AND TRAINING APPEAR TO BE MUTUALLY REINFORCING WITH THE RESULT THAT TRAINING IS LEAST COMMONLY PURSUED BY THOSE ADULTS WHO NEED IT MOST )N THE COMBINED /%#$ AREA PER CENT OF STUDENTS PERFORM AT ,EVEL AND PER CENT BELOW ,EVEL BUT THERE ARE WIDE DIFFERENCES BETWEEN COUNTRIES )N INLAND AND +OREA ONLY AROUND PER CENT OF STUDENTS PERFORM AT ,EVEL AND LESS THAN PER CENT BELOW IT BUT THESE COUNTRIES ARE EXCEPTIONS )N ALL OTHER /%#$ COUNTRIES BETWEEN AND PER CENT OF STUDENTS PERFORM AT OR BELOW ,EVEL 4ABLE A /VER PER CENT AND IN HALF OF THE /%#$ COUNTRIES OVER PER CENT PERFORM BELOW ,EVEL oÃœÊÌ ÌÊÃÌÕ`i˜ÌÃÊLiœÜÊ iÛiÊ£Ê“ÞÊ ÛiÊÌ iÊ ÌiV ˜ˆVÊV«VˆÌÞÊÌœÊ Ài`]ÊÌ œÕ} ÊÌ iÞÊ“ÞÊ vViÊÃiÀˆœÕÃÊ`ˆvvˆVՏ̈iÃÊ ˆ˜ÊvÕÌÕÀiʏˆvio o˜`]ʏœ˜}ÊÜˆÌ ÊÌ œÃiÊ ÌÊiÛiÊ£]Ê“ÞʘœÌÊ VµÕˆÀiÊÌ iʘiViÃÃÀÞÊ ˆÌiÀVÞÊÃŽˆÃÊÌœÊ ÃÕvvˆVˆi˜ÌÞÊLi˜ivˆÌÊvÀœ“Ê i`ÕV̈œ˜Êœ««œÀÌÕ˜ˆÌˆið / iÊ«iÀVi˜Ì}iÊœvÊ ÃÌÕ`i˜ÌÃÊÌÊœÀÊLiœÜÊ iÛiÊ£ÊÛÀˆiÃÊ܈`iÞ]Ê vÀœ“ÊÊviÜÊ«iÀÊVi˜ÌÊÌœÊ ˜iÀÞÊ vo
7 ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 4HE COUNTRIES WITH PER CENT OR MORE OF STUDENTS AT ,EVEL OR BELOW ARE IN ORDER RAZIL -EXICO ,UXEMBOURG ,ATVIA THE 2USSIAN EDERATION 0ORTUGAL 'REECE 0OLAND (UNGARY 'ERMANY ,IECHTENSTEINAND3WITZERLAND)NRAZIL -EXICO ,UXEMBOURG ,ATVIA 0ORTUGAL AND 'ERMANY BETWEEN CLOSE TO AND PER CENT OF STUDENTS DO NOT REACH ,EVEL IE ARE UNABLE ROUTINELY TO SHOW THE MOST BASIC SKILLS THAT 0)3! SEEKS TO MEASURE4HIS IS MOST REMARKABLE IN THE CASE OF 'ERMANY WHICH HAS THE RELATIVELY HIGH FIGURE OF PER CENT OF ITS STUDENTS PERFORMING AT ,EVEL 3TUDENTS AT ,EVEL AND BELOW ARE NOT A RANDOM GROUP !LTHOUGH THE SPECIFIC CHARACTERISTICS OF THESE STUDENTS CAN BEST BE EXAMINED IN THE NATIONAL CONTEXT SOME COMMONALITIES ARE APPARENT IN VIRTUALLY ALL COUNTRIES THE MAJORITY OF THESE STUDENTS ARE MALE SEE 4ABLE A AND MANY OF THEM COME FROM DISADVANTAGED BACKGROUNDS )N ADDITION IN MANY COUNTRIES A COMPARATIVELY HIGH PROPORTION OF STUDENTS AT ,EVEL OR BELOW ARE FOREIGN BORN OR HAVE FOREIGN BORN PARENTS )N 'ERMANY AND ,UXEMBOURG TWO OF THE FOUR COUNTRIES WITH THE HIGHEST PROPORTION OF STUDENTS PERFORMING AT OR BELOW ,EVEL MORE THAN AND PER CENT OF THESE STUDENTS RESPECTIVELY ARE FOREIGN BORN WHEREAS AMONG THE STUDENTS PERFORMING ABOVE ,EVEL THE CORRESPONDING FIGURE IS ONLY AND PER CENT RESPECTIVELY ! MORE SYSTEMATIC ANALYSIS OF GENDER DIFFERENCES AMONG THE STUDENTS WITH THE LOWEST LEVEL OF PERFORMANCE FOLLOWS IN #HAPTER THE BACKGROUND CHARACTERISTICS OF STUDENTS WITH PARTICULARLY LOW OR HIGH LEVELS OF PERFORMANCE ARE ANALYSED IN #HAPTERS AND !S AT THE HIGHER END OF THE PROFICIENCY SCALE STUDENT PERFORMANCE AT OR BELOW ,EVEL SHOWS SUBSTANTIAL DIFFERENCES BETWEEN THE THREE READING LITERACY SCALES )N 'REECE -EXICO 0ORTUGAL AND 3PAIN THE WEAKNESSES IN STUDENT PERFORMANCE ARE GREATEST ON THE RETRIEVING INFORMATION SCALE THE PROPORTION OF STUDENTS AT OR BELOW ,EVEL BEING BETWEEN AND PERCENTAGE POINTS HIGHER THAN ON THE REFLEC TION AND EVALUATION SCALE #ONVERSELY IN RANCE 'ERMANY AND 3WITZERLAND THE PROPORTION OF STUDENTS AT OR BELOW ,EVEL IS AT LEAST PERCENTAGE POINTS LOWER ON THE RETRIEVING INFORMATION SCALE THAN ON THE REFLECTION AND EVALUATION SCALE )N RAZIL MORE THAN HALF OF THE STUDENTS DO NOT REACH BEYOND ,EVEL ON THE COMBINED READING LITERACY SCALE /N THE RETRIEVING INFORMATION SCALE MORE THAN TWO THIRDS OF STUDENTS IN RAZIL FAIL TO GO BEYOND ,EVEL BUT ONLY PER CENT ON THE REFLECTION AND EVALUATION SCALE 4ABLES B D %XPECTATIONS OF STUDENT PERFORMANCE )N ANY COMPARISON OF SUCH DATA BETWEEN COUNTRIES IT MUST BE BORNE IN MIND THAT EDUCATION SYSTEMS OPERATE UNDER A VARIETY OF ECONOMIC CONDITIONS AND THAT TEACHERS SCHOOLS AND SOCIETY IN GENERAL MAY HAVE DIFFERING EXPECTATIONS OF THE PERFORMANCE OF THEIR STUDENTS 3CHOOL REPORTS ARE A COMMON MEANS OF INFORMING STUDENTS AND PARENTS ABOUT THE EXTENT TO WHICH STUDENTS ARE MEETING THE EXPECTATIONS OF THEIR TEACHERS AND SCHOOLS !LTHOUGH ASSESSMENT PRACTICES VARY WIDELY BETWEEN COUNTRIES THE SCALES THAT TEACHERS USE OFTEN INCLUDE A hPASSFAILv THRESHOLD THAT INDICATES WHETHER THE PERFORMANCE THAT STUDENTS DEMONSTRATE IN VARIOUS SCHOOL SUBJECTS IS CONSIDERED ACCEPTABLE (OW o˜`]ʈ˜ÊÃœ“iÊ VœÕ˜ÌÀˆiÃ]ÊÊVœ˜Ãˆ`iÀLiÊ “ˆ˜œÀˆÌÞÊ`œÊ˜œÌÊiÛi˜Ê ÀiV ÊiÛiÊ£° / iÊ“œÀˆÌÞÊœvÊÌ iÊ ÃÌÕ`i˜ÌÃÊÌÊiÛiÊ£ÊÀiÊ “iÃ]ÊvÀœ“Ê `ˆÃ`Û˜Ì}i`Ê LVŽ}ÀœÕ˜`ÃÊœÀÊÜˆÌ Ê vœÀiˆ}˜‡LœÀ˜Ê«Ài˜ÌÃ]Ê iëiVˆÞʈ˜ÊÃœ“iÊ VœÕ˜ÌÀˆiÃÊÜˆÌ Ê“˜ÞÊ ÜiŽÊ«iÀvœÀ“iÀð `ÕV̈œ˜ÊÃÞÃÌi“ÃÊÛÀÞÊ ˆ˜ÊÌ iÊiÝ«iVÌ̈œ˜ÃÊÌ iÞÊ ÛiÊœvÊÌ iˆÀÊÃÌÕ`i˜ÌÃo
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    Are students wellprepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? These are questions that parents, students, the public and those who run education systems continually ask. Knowledge and Skills for Life provides some answers. It assesses how far students near the end of compulsory education have acquired some of the knowledge and skills that are essential for full participation in society. It presents evidence on student performance in reading, mathematical and scientific literacy, reveals factors that influence the development of these skills at home and at school, and examines what the implications are for policy development. The report shows considerable variation in levels of knowledge and skills between students, schools and countries. The extent to which the socio-economic background of students and schools affects student performance varies. Some countries have managed to mitigate the influence of social background and some have done that while achieving a high overall mean performance. This is a noteworthy achievement. Will other countries take up the challenge? The data underlying this report are available at www.pisa.oecd.org. The OECD Programme for International Student Assessment (PISA) is a collaborative process among the 30 Member countries of the OECD and some non-OECD countries, bringing together scientific expertise from the participating countries and steered jointly by their governments on the basis of shared, policy-driven interests. PISA is an unprecedented attempt to measure student achievement across all OECD countries and some non-OECD countries, as is evident from some of its features: – The literacy approach: PISA aims to define each domain (reading, mathematics and science) not merely in terms of mastery of the school curriculum, but in terms of the knowledge and skills needed for full participation in society. – A long-term commitment: Over the decade to come, it will enable countries regularly and predictably to monitor their progress in meeting key learning objectives. – The age-group covered: By assessing 15-year-olds, i.e. young people near the end of their compulsory education, PISA provides a significant indication of the overall performance of school systems. – The relevance to lifelong learning: PISA does not limit itself to assessing students’ knowledge and skills but also asks them to report on their own, self-regulated learning, their motivation to learn and their preferences for different types of learning situation. Knowledge and Skills for Life FIRST RESULTS FROM PISA 2000 EDUCATION AND SKILLS ISBN 92-64-19671-4 96 2001 14 1 P Programme for International Student Assessment Knowledge and Skills for Life FIRST RESULTS FROM PISA 2000 -:HSTCQE=V^[VV: Knowledge and Skills for Life FIRST RESULTS FROM PISA 2000 EDUCATION AND SKILLS www.oecd.org « All OECD books and periodicals are now available on line www.SourceOECD.org 2001
  • 6.
    +NOWLEDGE AND 3KILLSFOR ,IFE ,-/Ê, -1/-Ê,Ê/ Ê Ê*,, Ê ,Ê / , / Ê-/1 /Ê-- -- /Ê­*-®ÊÓäää /%#$ /2'!.)3!4)/. /2 %#/./-)# #/ /0%2!4)/. !.$ $%6%,/0-%.4
  • 7.
    ORGANISATION FOR ECONOMICCO-OPERATION AND DEVELOPMENT Pursuant to Article 1 of the Convention signed in Paris on 14th December 1960, and which came into force on 30th September 1961, the Organisation for Economic Co-operation and Development (OECD) shall promote policies designed: – to achieve the highest sustainable economic growth and employment and a rising standard of living in Member countries, while maintaining financial stability, and thus to contribute to the development of the world economy; – to contribute to sound economic expansion in Member as well as non-member countries in the process of economic development; and – to contribute to the expansion of world trade on a multilateral, non-discriminatory basis in accordance with international obligations. The original Member countries of the OECD are Austria, Belgium, Canada, Denmark, France, Germany, Greece, Iceland, Ireland, Italy, Luxembourg, the Netherlands, Norway, Portugal, Spain, Sweden, Switzerland, Turkey, the United Kingdom and the United States. The following countries became Members subsequently through accession at the dates indicated hereafter: Japan (28th April 1964), Finland (28th January 1969), Australia (7th June 1971), New Zealand (29th May 1973), Mexico (18th May 1994), the Czech Republic (21st December 1995), Hungary (7th May 1996), Poland (22nd November 1996), Korea (12th December 1996) and the Slovak Republic (14th December 2000). The Commission of the European Communities takes part in the work of the OECD (Article 13 of the OECD Convention). Publié en français sous le titre : CONNAISSSANCES ET COMPÉTENCES : DES ATOUTS POUR LA VIE PREMIERS RÉSULTATS DE PISA 2000 © OECD 2001 Permission to reproduce a portion of this work for non-commercial purposes or classroom use should be obtained through the Centre français d’exploitation du droit de copie (CFC), 20, rue des Grands-Augustins, 75006 Paris, France, tel. (33-1) 44 07 47 70, fax (33-1) 46 34 67 19, for every country except the United States. In the United States permission should be obtained through the Copyright Clearance Center, Customer Service, (508)750-8400, 222 Rosewood Drive, Danvers, MA 01923 USA, or CCC Online: www.copyright.com. All other applications for permission to reproduce or translate all or part of this book should be made to OECD Publications, 2, rue André-Pascal, 75775 Paris Cedex 16, France.
  • 8.
    !RE STUDENTS WELLPREPARED TO MEET THE CHALLENGES OF THE FUTURE !RE THEY ABLE TO ANALYSE REASON AND COMMUNICATE THEIR IDEAS EFFECTIVELY $O THEY HAVE THE CAPACITY TO CONTINUE LEARNING THROUGHOUT LIFE 0ARENTS STUDENTS THE PUBLIC AND THOSE WHO RUN EDUCATION SYSTEMS NEED TO KNOW THE ANSWERS TO THESE QUESTIONS -ANY EDUCATION SYSTEMS MONITOR STUDENT LEARNING IN ORDER TO PROVIDE SOME ANSWERS TO THESE QUESTIONS #OMPARATIVE INTERNATIONAL ANALYSES CAN EXTEND AND ENRICH THE NATIONAL PICTURE BY PROVIDING A LARGER CONTEXT WITHIN WHICH TO INTERPRET NATIONAL RESULTS4HEY CAN SHOW COUNTRIES THEIR AREAS OF RELATIVE STRENGTH AND WEAKNESS AND HELP THEM TO MONITOR PROGRESS AND RAISE ASPIRATIONS4HEY CAN ALSO PROVIDE DIRECTIONS FOR NATIONAL POLICY FOR SCHOOLS CURRICULUM AND INSTRUCTIONAL EFFORTS AND FOR STUDENTS LEARNING #OUPLED WITH APPROPRIATE INCENTIVES THEY CAN MOTIVATE STUDENTS TO LEARN BETTER TEACHERS TO TEACH BETTER AND SCHOOLS TO BE MORE EFFECTIVE )N RESPONSE TO THE NEED FOR INTERNATIONALLY COMPARABLE EVIDENCE ON STUDENT PERFORMANCE THE /%#$ HAS LAUNCHED THE 0ROGRAMME FOR )NTERNATIONAL 3TUDENT !SSESSMENT 0)3! 0)3! REPRESENTS A NEW COMMITMENT BY THE GOVERNMENTS OF /%#$ COUNTRIES TO MONITOR THE OUTCOMES OF EDUCATION SYSTEMS IN TERMS OF STUDENT ACHIEVEMENT ON A REGULAR BASIS AND WITHIN A COMMON FRAMEWORK THAT IS INTERNATIONALLY AGREED UPON 0)3! AIMS AT PROVIDING A NEW BASIS FOR POLICY DIALOGUE AND FOR COLLABORATION IN DEFINING AND OPERATIONALISING EDUCATIONAL GOALS n IN INNOVATIVE WAYS THAT REFLECT JUDGEMENTS ABOUT THE SKILLS THAT ARE RELEVANT TO ADULT LIFE )T PROVIDES INPUTS FOR STANDARD SETTING AND EVALUATION INSIGHTS INTO THE FACTORS THAT CONTRIBUTE TO THE DEVELOPMENT OF COMPETENCIES AND INTO HOW THESE FACTORS OPERATE IN DIFFERENT COUNTRIES AND IT SHOULD LEAD TO A BETTER UNDERSTANDING OF THE CAUSES AND CONSEQUENCES OF OBSERVED SKILL SHORTAGES Y SUPPORTING A SHIFT IN POLICY FOCUS FROM EDUCATIONAL INPUTS TO LEARNING OUTCOMES 0)3! CAN ASSIST COUNTRIES IN SEEKING TO BRING ABOUT IMPROVEMENTS IN SCHOOLING AND BETTER PREPARATION FOR YOUNG PEOPLE AS THEY ENTER AN ADULT LIFE OF RAPID CHANGE AND DEEPENING GLOBAL INTERDEPENDENCE 0)3! IS A COLLABORATIVE EFFORT BRINGING TOGETHER SCIENTIFIC EXPERTISE FROM THE PARTICIPATING COUNTRIES STEERED JOINTLY BY THEIR GOVERNMENTS ON THE BASIS OF SHARED POLICY DRIVEN INTERESTS 0ARTICIPATING COUNTRIES TAKE RESPONSIBILITY FOR THE PROJECT AT THE POLICY LEVEL THROUGH A OARD OF 0ARTICIPATING #OUNTRIES %XPERTS FROM PARTICIPATING COUNTRIES SERVE ON WORKING GROUPS THAT ARE CHARGED WITH LINKING THE 0)3! POLICY OBJECTIVES WITH THE BEST AVAILABLE SUBSTANTIVE AND TECHNICAL EXPERTISE IN THE FIELD OF INTERNATIONAL COMPARATIVE ASSESSMENT OF EDUCATIONAL OUTCOMES4HROUGH PARTICIPATING IN THESE EXPERT GROUPS COUNTRIES ENSURE THAT THE 0)3! ASSESSMENT INSTRUMENTS ARE INTERNATIONALLY VALID AND TAKE INTO ACCOUNT THE CULTURAL AND CURRICULAR CONTEXTS OF /%#$ -EMBER COUNTRIES THAT THEY PROVIDE A REALISTIC BASIS FOR MEASUREMENT AND THAT THEY PLACE AN EMPHASIS ON AUTHENTICITY AND EDUCATIONAL VALIDITY4HE FRAMEWORKS AND ASSESSMENT INSTRUMENTS FOR 0)3! ARE THE PRODUCT OF A MULTI YEAR DEVELOPMENT PROCESS AND WERE ADOPTED BY /%#$ -EMBER COUNTRIES IN $ECEMBER +NOWLEDGE AND 3KILLS FOR ,IFE PRESENTS THE INITIAL RESULTS OF 0)3! )T CONTAINS EVIDENCE ON THE PERFORMANCE IN READING MATHEMATICAL AND SCIENTIFIC LITERACY OF STUDENTS SCHOOLS AND COUNTRIES PROVIDES INSIGHTS INTO THE FACTORS THAT INFLUENCE THE DEVELOPMENT OF THESE SKILLS AT HOME AND AT SCHOOL AND EXAMINES HOW THESE FACTORS INTERACT AND WHAT THE IMPLICATIONS ARE FOR POLICY DEVELOPMENT /2%7/2$
  • 9.
    /2%7/2$ 0)3! REVEALS CONSIDERABLEVARIATION IN LEVELS OF PERFORMANCE BETWEEN STUDENTS SCHOOLS AND COUNTRIES )T SHOWS THAT THE SOCIO ECONOMIC BACKGROUND OF STUDENTS AND SCHOOLS EXERTS AN IMPORTANT INFLUENCE ON STUDENT PERFORMANCE ALTHOUGH THIS IS MUCH LESS MARKED IN SOME COUNTRIES THAN IN OTHERS -ORE IMPORTANTLY SOME OF THE COUNTRIES WHICH HAVE BEEN MOST SUCCESSFUL IN MITIGATING THE EFFECT OF SOCIAL DISADVANTAGE ARE AMONG THOSE WITH THE HIGHEST LEVELS OF OVERALL STUDENT PERFORMANCE 4HESE COUNTRIES DEMONSTRATE THAT IT IS POSSIBLE TO ACHIEVE HIGH QUALITY WHILE MINIMISING INEQUALITY 4HEY DEFINE AN IMPORTANT CHALLENGE FOR OTHER COUNTRIES BY SHOWING WHAT IT IS POSSIBLE TO ACHIEVE IN TERMS OF BETTER STUDENT PERFORMANCE 0)3! SUGGESTS THAT SCHOOLS CAN MAKE AN IMPORTANT DIFFERENCE (OWEVER IT WILL REQUIRE FURTHER ANALYSIS TO IDENTIFY PRECISELY HOW SCHOOL RESOURCES POLICIES AND PRACTICES INTERACT WITH HOME BACKGROUND AND INFLUENCE STUDENT PERFORMANCE! SERIES OF MORE DETAILED THEMATIC REPORTS WILL BE PUBLISHED IN AND IN PURSUIT OF A DEEPER UNDERSTANDING OF HOW COUNTRIES AND SCHOOLS CAN RESPOND )N THE MEANTIME THE MERE FACT THAT HIGH QUALITY LEARNING OUTCOMES ARE ALREADY A REALITY FOR MOST STUDENTS IN SOME COUNTRIES IS IN ITSELF AN ENCOURAGING RESULT THAT SUGGESTS THAT THE CHALLENGES AHEAD CAN BE TACKLED SUCCESSFULLY 4HIS REPORT IS THE PRODUCT OF A COLLABORATIVE EFFORT BETWEEN THE COUNTRIES PARTICIPATING IN 0)3! THE EXPERTS AND INSTITUTIONS WORKING WITHIN THE FRAMEWORK OF THE 0)3! #ONSORTIUM AND THE /%#$4HE REPORT WAS PREPARED BY THE /%#$ $IRECTORATE FOR %DUCATION %MPLOYMENT ,ABOUR AND 3OCIAL!FFAIRS PRINCIPALLY BY !NDREAS 3CHLEICHER IN CO OPERATION WITH !LETTA 'RISAY ARRY -C'AW #LAUDIA4AMASSIA 2ICHARD *4OBIN AND * $OUGLAS7ILLMS WHO PLAYED A LEADING ROLE IN THE DEVELOPMENT OF #HAPTER 4HE DATA UNDERLYING THE REPORT WERE PREPARED BY THE 0)3! #ONSORTIUM UNDER THE DIRECTION OF 2AYMOND!DAMS AND #HRISTIAN -ONSEUR AT THE !USTRALIAN #OUNCIL FOR %DUCATIONAL 2ESEARCH4HE DEVELOPMENT OF THE REPORT WAS STEERED BY THE OARD OF 0ARTICIPATING #OUNTRIES CHAIRED BY %UGENE /WEN OF THE .ATIONAL #ENTER FOR %DUCATION 3TATISTICS IN THE 5NITED 3TATES!NNEX # OF THE REPORT LISTS THE MEMBERS OF THE VARIOUS 0)3! BODIES AS WELL AS THE INDIVIDUAL EXPERTS AND CONSULTANTS WHO HAVE CONTRIBUTED TO THIS REPORT AND TO 0)3! IN GENERAL 4HE REPORT IS PUBLISHED ON THE RESPONSIBILITY OF THE 3ECRETARY 'ENERAL OF THE /%#$ *OHN 0 -ARTIN $IRECTOR FOR %DUCATION %MPLOYMENT ,ABOUR AND 3OCIAL!FFAIRS /%#$ %UGENE /WEN #HAIR OF THE 0)3! OARD OF 0ARTICIPATING #OUNTRIES
  • 10.
    #HAPTER 4HE/%#$ 0ROGRAMME FOR )NTERNATIONAL 3TUDENT !SSESSMENT !N OVERVIEW OF 0)3! 4HE 0)3! APPROACH 7HAT 0)3! MEASURES 2EADING LITERACY IN 0)3! -ATHEMATICAL LITERACY IN 0)3! 3CIENTIlC LITERACY IN 0)3! (OW 0)3! ASSESSES STUDENTS AND COLLECTS INFORMATION )NTERPRETING THE RESULTS OF 0)3! (OW 0)3! CAN INFORM POLICY $EVELOPING 0)3! n A COLLABORATIVE EFFORT /RGANISATION OF THIS REPORT 2EADERS 'UIDE #HAPTER 7HAT 0)3! SHOWS THAT YEAR OLDS CAN DO A PROlLE OF STUDENT PERFORMANCE IN READING LITERACY )NTRODUCTION (OW READING LITERACY IS MEASURED IN 0)3! 0ERCENTAGE OF STUDENTS PROlCIENT AT EACH LEVEL OF READING LITERACY 0ROlCIENCY AT ,EVEL ABOVE POINTS 0ROlCIENCY AT ,EVEL FROM TO POINTS 0ROlCIENCY AT ,EVEL FROM TO POINTS 0ROlCIENCY AT ,EVEL FROM TO POINTS 0ROlCIENCY AT ,EVEL FROM TO POINTS OR BELOW LESS THAN POINTS %XPECTATIONS OF STUDENT PERFORMANCE 4HE MEAN PERFORMANCES OF COUNTRIES 4HE DISTRIBUTION OF READING LITERACY WITHIN COUNTRIES (OW STUDENT PERFORMANCE VARIES BETWEEN SCHOOLS #ONCLUSIONS #HAPTER 7HAT 0)3! SHOWS THAT YEAR OLDS CAN DO A PROlLE OF STUDENT PERFORMANCE IN MATHEMATICAL AND SCIENTIlC LITERACY )NTRODUCTION 3TUDENT PERFORMANCE IN MATHEMATICAL LITERACY (OW MATHEMATICAL LITERACY IS MEASURED IN 0)3! 4HE MEAN PERFORMANCES OF COUNTRIES IN MATHEMATICAL LITERACY 4HE DISTRIBUTION OF MATHEMATICAL LITERACY WITHIN COUNTRIES -ATHEMATICAL AND READING LITERACY PERFORMANCE 3TUDENT PERFORMANCE IN SCIENTIlC LITERACY (OW SCIENTIlC LITERACY IS MEASURED IN 0)3! 4HE MEAN PERFORMANCES OF COUNTRIES IN SCIENTIlC LITERACY 4HE DISTRIBUTION OF SCIENTIlC LITERACY WITHIN COUNTRIES 0ERFORMANCE IN READING AND SCIENTIlC LITERACY )NVESTMENT IN EDUCATION AND STUDENT PERFORMANCE #ONCLUSIONS 4!,% / #/.4%.43
  • 11.
    4!,% / #/.4%.43 #HAPTER 'ENERAL OUTCOMES OF LEARNING )NTRODUCTION -OTIVATION AND ENGAGEMENT WITH SCHOOL 3UBJECT INTEREST IN READING AND MATHEMATICS 2EADING ACTIVITIES AND ENGAGEMENT IN READING ROADER ENGAGEMENT WITH SCHOOL ,EARNING STRATEGIES #ONTROLLING THE LEARNING PROCESS -EMORISATION AND ELABORATION #O OPERATIVE AND COMPETITIVE LEARNING #OMPUTERS AS A TOOL FOR LEARNING #ONCLUSIONS #HAPTER 'ENDER DIFFERENCES )NTRODUCTION 'ENDER DIFFERENCES IN READING MATHEMATICAL AND SCIENTIlC LITERACY 'ENDER DIFFERENCES IN SUBJECT INTEREST 'ENDER DIFFERENCES IN ENGAGEMENT IN READING 'ENDER DIFFERENCES IN LEARNING STRATEGIES AND SELF CONCEPT #ONCLUSIONS #HAPTER AMILY BACKGROUND AND STUDENT PERFORMANCE )NTRODUCTION /CCUPATIONAL STATUS AMILY WEALTH 0OSSESSIONS AND ACTIVITIES RELATED TO hCLASSICALv CULTURE #OMMUNICATION ON SOCIAL ISSUES AND ASPECTS OF CULTURE 0ARENTAL EDUCATION AMILY STRUCTURE 0LACE OF BIRTH AND LANGUAGE SPOKEN AT HOME #ONCLUSIONS #HAPTER 4HE LEARNING ENVIRONMENT AND THE ORGANISATION OF SCHOOLING )NTRODUCTION 3CHOOL AND CLASSROOM CLIMATE 4EACHER SUPPORT 3TUDENT RELATED FACTORS AFFECTING THE SCHOOL CLIMATE 4EACHER RELATED FACTORS AFFECTING THE SCHOOL CLIMATE ,EARNING OUTSIDE SCHOOL 2ESOURCES INVESTED IN EDUCATION 4EACHER SHORTAGES 4HE QUALITY OF SCHOOLS PHYSICAL INFRASTRUCTURE AND EDUCATIONAL RESOURCES !PPROACHES TO SCHOOL MANAGEMENT AND lNANCING 0UBLIC AND PRIVATE STAKEHOLDERS #ONCLUSIONS
  • 12.
    4!,% / #/.4%.43 #HAPTER 7HAT MAKES A DIFFERENCE TO 0)3! RESULTS SOME INDICATIONS FOR POLICY )NTRODUCTION INmUENCES INSIDE AND OUTSIDE SCHOOL 4HE RELATIONSHIP BETWEEN SOCIO ECONOMIC BACKGROUND AND STUDENT PERFORMANCE ! GLOBAL PERSPECTIVE 4HE STRENGTH OF THE SOCIO ECONOMIC EFFECT IN DIFFERENT COUNTRIES 4HE COMPONENTS OF SOCIO ECONOMIC BACKGROUND 4HE ROLE THAT SCHOOLS CAN PLAY IN MODERATING THE IMPACT OF SOCIO ECONOMIC DISADVANTAGE 3OCIO ECONOMIC BACKGROUND AND VARIATION IN PERFORMANCE BETWEEN SCHOOLS (OW THE SOCIAL MAKE UP OF THE SCHOOL REINFORCES THE EFFECT OF STUDENTS INDIVIDUAL BACKGROUNDS 3CHOOL FACTORS THAT CAN RAISE PERFORMANCE LEVELS AND MODERATE THE IMPACT OF SOCIO ECONOMIC BACKGROUND #ONCLUSIONS 2EFERENCES !NNEX ! !NNEX! #ONSTRUCTION OF INDICES AND OTHER DERIVED MEASURES FROM THE STUDENT AND SCHOOL CONTEXT QUESTIONNAIRES !NNEX! %XPLAINED VARIATION IN STUDENT PERFORMANCE !NNEX!4HE 0)3! TARGET POPULATION AND THE 0)3! SAMPLES !NNEX! 3TANDARD ERRORS SIGNIlCANCE TESTS AND MULTIPLE COMPARISONS !NNEX! 1UALITY ASSURANCE !NNEX! $EVELOPMENT OF THE 0)3! ASSESSMENT INSTRUMENTS !NNEX! 2ELIABILITY OF THE MARKING OF OPEN ENDED ITEMS !NNEX !NNEX $ATA TABLES FOR THE CHAPTERS !NNEX 0ERFORMANCE DIFFERENCES BETWEEN THE LEMISH AND RENCH #OMMUNITIES OF ELGIUM AND THE DIFFERENT LINGUISTIC COMMUNITIES IN 3WITZERLAND !NNEX # 4HE DEVELOPMENT AND IMPLEMENTATION OF 0)3! A COLLABORATIVE EFFORT
  • 13.
    4!,% / #/.4%.43 ,)34/ )'52%3 IGURE #OUNTRIES PARTICIPATING IN 0)3! IGURE %DUCATION LITERACY AND THE PROBABILITY OF HAVING A WHITE COLLAR HIGHLY SKILLED JOB IGURE 7HAT THE PROlCIENCY LEVELS MEASURE IGURE 3AMPLES OF THE READING TASKS USED IN 0)3! IGURE 0ERCENTAGE OF STUDENTS PERFORMING AT EACH OF THE PROlCIENCY LEVELS ON THE COMBINED READING LITERACY SCALE IGURE -ULTIPLE COMPARISONS OF MEAN PERFORMANCE ON THE COMBINED READING LITERACY SCALE IGURE $ISTRIBUTION OF STUDENT PERFORMANCE ON THE COMBINED READING LITERACY SCALE IGURE 6ARIATION IN STUDENT PERFORMANCE BETWEEN SCHOOLS AND WITHIN SCHOOLS ON THE COMBINED READING LITERACY SCALE IGURE 3AMPLES OF THE MATHEMATICS TASKS USED IN 0)3! IGURE -ULTIPLE COMPARISONS OF MEAN PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE IGURE $ISTRIBUTION OF STUDENT PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE IGURE ! SAMPLE OF THE SCIENCE TASKS USED IN 0)3! IGURE -ULTIPLE COMPARISONS OF MEAN PERFORMANCE ON THE SCIENTIlC LITERACY SCALE IGURE $ISTRIBUTION OF STUDENT PERFORMANCE ON THE SCIENTIlC LITERACY SCALE IGURE A 3TUDENT PERFORMANCE AND NATIONAL INCOME IGURE B 3TUDENT PERFORMANCE AND SPENDING PER STUDENT IGURE )NTEREST IN READING AND MATHEMATICS AND STUDENT PERFORMANCE IGURE %NGAGEMENT IN READING AND STUDENT PERFORMANCE IGURE 4IME SPENT READING FOR ENJOYMENT AND STUDENT PERFORMANCE IGURE ROADER ENGAGEMENT WITH SCHOOL IGURE #ONTROLLING THE LEARNING PROCESS AND STUDENT PERFORMANCE IGURE -EMORISATION AND ELABORATION STRATEGIES AND STUDENT PERFORMANCE IGURE #O OPERATIVE AND COMPETITIVE LEARNING IGURE )NTEREST IN COMPUTERS IGURE #OMFORT WITH AND PERCEIVED ABILITY TO USE COMPUTERS IGURE 'ENDER DIFFERENCES IN STUDENT PERFORMANCE IGURE 0ROPORTIONS OF MALES AND FEMALES AMONG THE LOWEST PERFORMERS ON THE COMBINED READING LITERACY SCALE IGURE A 2ELATIONSHIP BETWEEN INTEREST IN READING AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE FOR MALES AND FEMALES IGURE B 2ELATIONSHIP BETWEEN INTEREST IN MATHEMATICS AND PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE FEMALES FOR MALES AND IGURE 'ENDER DIFFERENCES IN ENGAGEMENT IN READING ATTITUDES TOWARDS READING IGURE 'ENDER DIFFERENCES IN ENGAGEMENT IN READING TIME SPENT READING FOR ENJOYMENT IGURE 'ENDER DIFFERENCES IN ENGAGEMENT IN READING DIVERSITY OF READING MATERIALS IGURE A 2ELATIONSHIP BETWEEN SELF CONCEPT IN READING AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE FOR MALES AND FEMALES IGURE B 2ELATIONSHIP BETWEEN SELF CONCEPT IN MATHEMATICS AND PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE FOR MALES AND FEMALES IGURE /CCUPATIONAL STATUS OF PARENTS AND STUDENT PERFORMANCE IGURE 0OSSESSIONS RELATED TO hCLASSICALv CULTURE AND STUDENT PERFORMANCE IGURE 3OCIAL AND CULTURAL COMMUNICATION WITH PARENTS AND STUDENT PERFORMANCE
  • 14.
    4!,% / #/.4%.43 IGURE -OTHERS EDUCATION AND STUDENT PERFORMANCE IGURE 0LACE OF BIRTH HOME LANGUAGE AND STUDENT PERFORMANCE IGURE 4EACHER SUPPORT AND STUDENT PERFORMANCE IGURE 4HE CLIMATE FOR LEARNING n THE SCHOOL PRINCIPALS PERSPECTIVE IGURE 4HE CLIMATE FOR LEARNING n THE STUDENTS PERSPECTIVE IGURE 4HE CLIMATE FOR LEARNING n A SUMMARY PICTURE IGURE 4EACHER RELATED FACTORS AFFECTING SCHOOL CLIMATE IGURE 4IME SPENT ON HOMEWORK IGURE 0RINCIPALS VIEWS ON THE QUALITY OF EDUCATIONAL RESOURCES AT SCHOOL IGURE 3CHOOL AUTONOMY AND STUDENT PERFORMANCE IGURE 3TUDENT PERFORMANCE AND PUBLIC AND PRIVATE CONTROL IGURE 2ELATIONSHIP BETWEEN STUDENT PERFORMANCE AND SOCIO ECONOMIC BACKGROUND FOR THE /%#$ AREA AS A WHOLE IGURES AND A C 2ELATIONSHIP BETWEEN STUDENT PERFORMANCE AND SOCIO ECONOMIC BACKGROUND FOR EACH COUNTRY IGURE %FFECTS OF STUDENTS AND SCHOOLS SOCIO ECONOMIC BACKGROUND ON STUDENT PERFORMANCE ON THE COMBINED READING LITERACY SCALE IGURE !VERAGE EFFECT OF THE STUDENT TEACHING STAFF RATIO ON STUDENT PERFORMANCE ON THE COMBINED READING LITERACY SCALE FOR ALL /%#$ COUNTRIES COMBINED ,)34 / /8%3 OX 0)3! AN INTERNATIONALLY STANDARDISED ASSESSMENT OF YEAR OLDS OX $OES HIGHER READING LITERACY IMPROVE THE PROSPECTS FOR EMPLOYMENT OX (OW TO READ IGURE OX )NTERPRETING SAMPLE STATISTICS OX )NTERPRETING DIFFERENCES IN 0)3! SCORES HOW LARGE A GAP OX ACTORS ASSOCIATED WITH BETWEEN SCHOOL VARIATION IN STUDENT PERFORMANCE OX )NTERPRETING STUDENTS SELF REPORTS OX #HANGES IN GENDER DIFFERENCES IN MATHEMATICS AND SCIENCE PERFORMANCE AS STUDENTS GET OLDER OX )NTERPRETING THE 0)3! INDICES OX (OW TO READ IGURE OX )NTERPRETING THE 0)3! INDICES OX (OW TO READ IGURE OX #OMPARING THE IMPACT OF DIFFERENT FACTORS OX (OW TO READ4ABLE ,)34 / 4!,%3 4ABLE! ,EVELS OF PARENTAL EDUCATION CONVERTED INTO YEARS OF SCHOOLING 4ABLE! %XPLAINED VARIATION IN STUDENT PERFORMANCE 2 4ABLE! 0)3! TARGET POPULATIONS AND SAMPLES 4ABLE! 2ESPONSE RATES 4ABLE! $ISTRIBUTION OF ITEMS BY THE DIMENSIONS OF THE 0)3! FRAMEWORK FOR THE ASSESSMENT OF READING LITERACY 4ABLE! $ISTRIBUTION OF ITEMS BY THE DIMENSIONS OF THE 0)3! FRAMEWORK FOR THE ASSESSMENT OF MATHEMATICAL LITERACY 4ABLE! $ISTRIBUTION OF ITEMS BY THE DIMENSIONS OF THE 0)3! FRAMEWORK FOR THE ASSESSMENT OF SCIENTIlC LITERACY
  • 15.
    4!,% / #/.4%.43 4ABLEA 0ERCENTAGE OF STUDENTS AT EACH LEVEL OF PROlCIENCY ON THE COMBINED READING LITERACY SCALE 4ABLE B 0ERCENTAGE OF STUDENTS AT EACH LEVEL OF PROlCIENCY ON THE READINGRETRIEVING INFORMATION SCALE 4ABLE C 0ERCENTAGE OF STUDENTS AT EACH LEVEL OF PROlCIENCY ON THE READINGINTERPRETING TEXTS SCALE 4ABLE D 0ERCENTAGE OF STUDENTS AT EACH LEVEL OF PROlCIENCY ON THE READINGREmECTION AND EVALUATION SCALE 4ABLE A -ULTIPLE COMPARISONS OF MEAN PERFORMANCE ON THE READINGRETRIEVING INFORMATION SCALE 4ABLE B -ULTIPLE COMPARISONS OF MEAN PERFORMANCE ON THE READINGINTERPRETING TEXTS SCALE 4ABLE C -ULTIPLE COMPARISONS OF MEAN PERFORMANCE ON THE READING REmECTION AND EVALUATION SCALE 4ABLE A 6ARIATION IN STUDENT PERFORMANCE ON THE COMBINED READING LITERACY SCALE 4ABLE B 6ARIATION IN STUDENT PERFORMANCE ON THE READINGRETRIEVING INFORMATION SCALE 4ABLE C 6ARIATION IN STUDENT PERFORMANCE ON THE READINGINTERPRETING TEXTS SCALE 4ABLE D 6ARIATION IN STUDENT PERFORMANCE ON THE READINGREmECTION AND EVALUATION SCALE 4ABLE ETWEEN SCHOOL AND WITHIN SCHOOL VARIATION ON THE COMBINED READING LITERACY SCALE 4ABLE 3CHOOLS OR CLASSROOM TEACHERS PASSFAIL THRESHOLD AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE 4ABLE 6ARIATION IN STUDENT PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE 4ABLE 3CHOOLS OR CLASSROOM TEACHERS PASSFAIL THRESHOLD AND PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE 4ABLE 6ARIATION IN STUDENT PERFORMANCE ON THE SCIENTIlC LITERACY SCALE 4ABLE 3CHOOLS OR CLASSROOM TEACHERS PASSFAIL THRESHOLD AND PERFORMANCE ON THE SCIENTIlC LITERACY SCALE 4ABLE ETWEEN SCHOOL AND WITHIN SCHOOL VARIATION IN STUDENT PERFORMANCE ON THE MATHEMATICAL AND SCIENTIlC LITERACY SCALES 4ABLE 3TUDENT PERFORMANCE ON THE COMBINED READING SCIENTIlC AND MATHEMATICAL LITERACY SCALES AND NATIONAL INCOME 4ABLE )NDEX OF INTEREST IN READING AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF INTEREST IN MATHEMATICS AND PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF ENGAGEMENT IN READING AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE 4IME STUDENTS USUALLY SPEND EACH DAY READING FOR ENJOYMENT AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE 4ABLE )NDEX OF CONTROL STRATEGIES AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF MEMORISATION STRATEGIES AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF ELABORATION STRATEGIES AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF CO OPERATIVE LEARNING AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF COMPETITIVE LEARNING AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF INTEREST IN COMPUTERS AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX ON COMFORT WITH AND PERCEIVED ABILITY TO USE COMPUTERS AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE A 3TUDENT PERFORMANCE ON THE COMBINED READING MATHEMATICAL AND SCIENTIlC LITERACY SCALES BY GENDER 4ABLE B 3TUDENT PERFORMANCE ON THE RETRIEVING INFORMATION INTERPRETING TEXTS AND REmECTION AND EVALUATION SCALES BY GENDER 4ABLE A 0ERCENTAGE OF STUDENTS AT EACH LEVEL OF PROlCIENCY ON THE COMBINED READING LITERACY SCALE BY GENDER 4ABLE B 0ERCENTAGE OF STUDENTS SCORING BELOW POINTS AND ABOVE POINTS ON THE MATHEMATICAL LITERACY SCALE
  • 16.
    4!,% / #/.4%.43 4ABLE 4IME STUDENTS USUALLY SPEND EACH DAY READING FOR ENJOYMENT 4ABLE A )NDEX OF SELF CONCEPT IN READING BY GENDER AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE B )NDEX OF SELF CONCEPT IN MATHEMATICS BY GENDER AND PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE A )NTERNATIONAL SOCIO ECONOMIC INDEX OF OCCUPATIONAL STATUS )3%) AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE B )NTERNATIONAL SOCIO ECONOMIC INDEX OF OCCUPATIONAL STATUS )3%) AND PERFORMANCE ON THE MATHEMATICAL LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE C )NTERNATIONAL SOCIO ECONOMIC INDEX OF OCCUPATIONAL STATUS )3%) AND PERFORMANCE ON THE SCIENTIlC LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF FAMILY WEALTH AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF POSSESSIONS IN THE FAMILY HOME RELATED TO hCLASSICALv CULTURE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF ACTIVITIES RELATED TO hCLASSICALv CULTURE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF SOCIAL COMMUNICATION WITH PARENTS AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF COMMUNICATION WITH PARENTS RELATED TO ASPECTS OF CULTURE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE 0ERCENTAGE OF STUDENTS AND PERFORMANCE ON THE COMBINED READING MATHEMATICAL AND SCIENTIlC LITERACY SCALES BY LEVEL OF MOTHERS EDUCATION 4ABLE 0ERCENTAGE OF THE ADULT POPULATION WHO HAVE COMPLETED TERTIARY EDUCATION AND THE PROBABILITY OF OBTAINING A TERTIARY QUALIlCATION BY PARENTS LEVEL OF EDUCATION 4ABLE 0ERCENTAGE OF STUDENTS AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY TYPE OF FAMILY STRUCTURE 4ABLE 0ERCENTAGE OF STUDENTS AND PERFORMANCE ON THE COMBINED READING MATHEMATICAL AND SCIENTIlC LITERACY SCALES BY STUDENTS NATIONALITY AND THE NATIONALITY OF THEIR PARENTS 4ABLE 3TUDENT PERFORMANCE ON THE COMBINED READING MATHEMATICAL AND SCIENTIlC LITERACY SCALES BY LANGUAGE SPOKEN AT HOME 4ABLE )NDEX OF TEACHER SUPPORT AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF STUDENT RELATED FACTORS AFFECTING SCHOOL CLIMATE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF DISCIPLINARY CLIMATE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF TEACHER RELATED FACTORS AFFECTING SCHOOL CLIMATE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF PRINCIPALS PERCEPTION OF TEACHERS MORALE AND COMMITMENT AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF TIME SPENT ON HOMEWORK PER WEEK IN THE LANGUAGE OF ASSESSMENT MATHEMATICS AND SCIENCE COURSES AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE 3TUDENT PARTICIPATION IN EDUCATIONAL COURSES OUTSIDE SCHOOL 4ABLE )NDEX OF TEACHER SHORTAGE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF THE QUALITY OF THE SCHOOLS PHYSICAL INFRASTRUCTURE AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX 4ABLE )NDEX OF THE QUALITY OF THE SCHOOLS EDUCATIONAL RESOURCES AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY NATIONAL QUARTERS OF THE INDEX
  • 17.
    4!,% / #/.4%.43 4ABLE 0ERCENTAGE OF STUDENTS ENROLLED IN SCHOOLS WHICH HAVE AT LEAST SOME RESPONSIBILITY FOR THE FOLLOWING ASPECTS OF SCHOOL POLICY AND MANAGEMENT 4ABLE 0ERCENTAGE OF STUDENTS ENROLLED IN SCHOOLS IN WHICH TEACHERS HAVE AT LEAST SOME RESPONSIBILITY FOR THE FOLLOWING ASPECTS OF SCHOOL POLICY AND MANAGEMENT 4ABLE 0ERCENTAGE OF STUDENTS AND PERFORMANCE ON THE COMBINED READING LITERACY SCALE BY TYPE OF SCHOOL 4ABLE 2ELATIONSHIP BETWEEN STUDENT PERFORMANCE AND SOCIO ECONOMIC BACKGROUND 4ABLE %FFECTS OF SELECTED FAMILY BACKGROUND AND DEMOGRAPHIC FACTORS ON STUDENT PERFORMANCE ON THE COMBINED READING LITERACY SCALE 4ABLE 6ARIATION IN PERFORMANCE ON THE COMBINED READING LITERACY SCALE EXPLAINED BY SOCIO ECONOMIC BACKGROUND 4ABLE %FFECTS OF THE STUDENTS AND SCHOOLS SOCIO ECONOMIC BACKGROUND ON PERFORMANCE ON THE COMBINED READING LITERACY SCALE 4ABLE %FFECTS OF STUDENT LEVEL AND SCHOOL LEVEL FACTORS ON PERFORMANCE ON THE COMBINED READING MATHEMATICAL AND SCIENTIlC LITERACY SCALES FOR ALL /%#$ COUNTRIES COMBINED 4ABLE A %FFECTS OF STUDENT LEVEL AND SCHOOL LEVEL FACTORS ON PERFORMANCE ON THE COMBINED READING LITERACY SCALE 4ABLE #OUNTRY MEANS OF SELECTED SCHOOL LEVEL INDICES AND THEIR CORRELATION WITH THE SCHOOL MEAN ECONOMIC SOCIAL AND CULTURAL STATUS %3#3 4ABLE 0ERFORMANCE DIFFERENCES BETWEEN THE LEMISH AND RENCH #OMMUNITIES OF ELGIUM AND THE LINGUISTIC COMMUNITIES IN 3WITZERLAND
  • 18.
    #HAPTER / Ê Ê*,,Ê, / , / -/1 /Ê-- -- /
  • 19.
    #(!04%2 /iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì !N OVERVIEW OF 0)3! 4HE /%#$S 0ROGRAMME FOR )NTERNATIONAL 3TUDENT !SSESSMENT 0)3! IS A COLLABORATIVE EFFORT AMONG THE -EMBER COUNTRIES OF THE /%#$ TO MEASURE HOW WELL YOUNG ADULTS AT AGE AND THEREFORE APPROACHING THE END OF COMPULSORY SCHOOLING ARE PREPARED TO MEET THE CHALLENGES OF TODAYS KNOWLEDGE SOCIETIES 4HE ASSESSMENT IS FORWARD LOOKING FOCUSING ON YOUNG PEOPLES ABILITY TO USE THEIR KNOWLEDGE AND SKILLS TO MEET REAL LIFE CHALLENGES RATHER THAN ON THE EXTENT TO WHICH THEY HAVE MASTERED A SPECIFIC SCHOOL CURRICULUM 4HIS ORIENTATION REFLECTS A CHANGE IN THE GOALS AND OBJECTIVES OF CURRICULA THEMSELVES WHICH ARE INCREASINGLY CONCERNED WITH WHAT STUDENTS CAN DO WITH WHAT THEY LEARN AT SCHOOL AND NOT MERELY WITH WHETHER THEY HAVE LEARNED IT 0)3! IS THE MOST COMPREHENSIVE AND RIGOROUS INTERNATIONAL EFFORT TO DATE TO ASSESS STUDENT PERFORMANCE AND TO COLLECT DATA ON THE STUDENT FAMILY AND INSTITUTIONAL FACTORS THAT CAN HELP TO EXPLAIN DIFFERENCES IN PERFORMANCE $ECISIONS ABOUT THE SCOPEANDNATUREOFTHEASSESSMENTSANDTHEBACKGROUNDINFORMATIONTOBECOLLECTED WEREMADEBYLEADINGEXPERTSINPARTICIPATINGCOUNTRIES ANDSTEEREDJOINTLYBYTHEIR GOVERNMENTS ON THE BASIS OF SHARED POLICY DRIVEN INTERESTS 3UBSTANTIAL EFFORTS AND RESOURCES WERE DEVOTED TO ACHIEVING CULTURAL AND LINGUISTIC BREADTH IN THE ASSESS MENT MATERIALS 3TRINGENT QUALITY ASSURANCE MECHANISMS WERE APPLIED IN TRANSLA TION SAMPLING AND DATA COLLECTION!S A CONSEQUENCE THE RESULTS OF 0)3! HAVE A HIGH DEGREE OF VALIDITY AND RELIABILITY AND CAN SIGNIFICANTLY IMPROVE OUR UNDERSTANDING OF THE OUTCOMES OF EDUCATION IN THE WORLDS MOST DEVELOPED COUNTRIES 0)3! IS BASED ON A DYNAMIC MODEL OF LIFELONG LEARNING IN WHICH NEW KNOWLEDGE AND SKILLS NECESSARY FOR SUCCESSFUL ADAPTATION TO A CHANGING WORLD ARE CONTINUOUSLY ACQUIRED THROUGHOUT LIFE 0)3! FOCUSES ON THINGS THAT YEAR OLDS WILL NEED IN THEIR FUTURE LIVES AND SEEKS TO ASSESS WHAT THEY CAN DO WITH WHAT THEY HAVE LEARNED 4HE ASSESSMENT IS INFORMED n BUT NOT CONSTRAINED n BY THE COMMON DENOMINATOR OF NATIONAL CURRICULA 0)3! DOES ASSESS STUDENTS KNOWLEDGE BUT IT ALSO EXAMINES THEIR ABILITY TO REFLECT ON THE KNOWLEDGE AND EXPERIENCE AND TO APPLY THAT KNOWLEDGE AND EXPERIENCE TO REAL WORLD ISSUES OR EXAMPLE IN ORDER TO UNDERSTAND AND EVALUATE SCIENTIFIC ADVICE ON FOOD SAFETY AN ADULT WOULD NEED NOT ONLY TO KNOW SOME BASIC FACTS ABOUT THE COMPOSITION OF NUTRIENTS BUT ALSO TO BE ABLE TO APPLY THAT INFORMATION4HE TERM hLITERACYv IS USED TO ENCAPSULATE THIS BROADER CONCEPTION OF KNOWLEDGE AND SKILLS 4HE FIRST 0)3! SURVEY WAS CONDUCTED IN IN COUNTRIES INCLUDING /%#$ -EMBER COUNTRIES USING WRITTEN TASKS ANSWERED IN SCHOOLS UNDER INDEPENDENTLY SUPERVISED TEST CONDITIONS!NOTHER COUNTRIES WILL COMPLETE THE SAME ASSESSMENT IN SEE IGURE 0)3! SURVEYED READING LITERACY MATHEMATICAL LITERACY AND SCIENTIFIC LITERACY WITH A PRIMARY FOCUS ON READING -EASURES OF ATTITUDES TO LEARNING AND INFORMATION ON HOW STUDENTS MANAGE THEIR OWN LEARNING WERE ALSO OBTAINED IN COUNTRIES AS PART OF AN INTERNATIONAL OPTION 4HE SURVEY WILL BE REPEATED EVERY THREE YEARS WITH THE PRIMARY FOCUS SHIFTING TO MATHEMATICS IN SCIENCE IN AND BACK TO READING IN *-ÊÃiiŽÃÊÌœÊÃÃiÃÃÊ œÜÊÜiÊ£x‡ÞiÀ‡œ`ÃÊ ÀiÊ«Ài«Ài`ÊvœÀʏˆvi½ÃÊ V i˜}ið 7ˆÌ ÊÌ iÊÜœÀ`½Ãʏi`ˆ˜}Ê iÝ«iÀÌÃ]Ê«À̈Vˆ«Ìˆ˜}Ê VœÕ˜ÌÀˆiÃʘ`ÊÌ iÊ Ê ÛiÊVÀiÌi`Êۏˆ`ÊVÀœÃÇ VœÕ˜ÌÀÞÊÃÃiÃÓi˜ÌÃo oœvÊ œÜÊÃÌÕ`i˜ÌÃÊV˜Ê ÕÃiÊÜ ÌÊÌ iÞÊ ÛiÊ iÀ˜i`ʈ˜ÊÀi`ˆ˜}]Ê “Ì i“̈VÃʘ`Ê ÃVˆi˜Vi° *-ÊÓäääÊiÝ“ˆ˜i`Ê Ài`ˆ˜}ʏˆÌiÀVÞʈ˜Ê }ÀiÌiÃÌÊ`ʘÊÊ Vœ˜Ìˆ˜Õˆ˜}ÊVÞVi]Ê*-Ê ÓääÎÊ܈ÊvœVÕÃÊœ˜Ê Ê “Ì i“̈VÊˆÌiÀVÞ]Ê *-ÊÓääÈÊœ˜ÊÃVˆi˜ÌˆvˆVÊ ˆÌiÀVÞ]ʘ`ÊÜʜ˜°
  • 20.
    / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì#(!04%2 ˆ}ÕÀiÊ£°£ #OUNTRIES PARTICIPATING IN 0)3! !USTRALIA !USTRIA ELGIUM #ANADA #ZECH 2EPUBLIC $ENMARK INLAND RANCE 'ERMANY 'REECE (UNGARY )CELAND )RELAND )TALY *APAN +OREA ,UXEMBOURG -EXICO .ETHERLANDS .EW :EALAND .ORWAY 0OLAND 0ORTUGAL 3PAIN 3WEDEN 3WITZERLAND 5NITED +INGDOM 5NITED 3TATES RAZIL ,ATVIA ,IECHTENSTEIN 2USSIAN EDERATION !LBANIA !RGENTINA ULGARIA #HILE #HINA 3PECIAL !DMINISTRATIVE 2EGION OF (ONG +ONG )NDONESIA )SRAEL ,ITHUANIA -ACEDONIA 0ERU 2OMANIA 4HAILAND 3LOVAK 2EPUBLIC 4URKEY /%#$ COUNTRIES PARTICIPATING IN 0)3! FROM ONWARDS /%#$ COUNTRIES PARTICIPATING IN 0)3! .ON /%#$ COUNTRIES PARTICIPATING IN 0)3! #OUNTRIES WHERE THE ASSESSMENT WILL BE COMPLETED IN
  • 21.
    #(!04%2 /iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì OX 0)3! AN INTERNATIONALLY STANDARDISED ASSESSMENT OF YEAR OLDS 3AMPLE SIZE s -ORE THAN A QUARTER OF A MILLION STUDENTS REPRESENTING ALMOST MILLION YEAR OLDS ENROLLED IN THE SCHOOLS OF THE PARTICIPATING COUNTRIES WERE ASSESSED IN !NOTHER COUNTRIES WILL ADMINISTER THE SAME ASSESSMENT IN #ONTENT s 0)3! COVERED THREE DOMAINS READING LITERACY MATHEMATICAL LITERACY AND SCIENTIFIC LITERACY s 0)3! LOOKED AT YOUNG PEOPLES ABILITY TO USE THEIR KNOWLEDGE AND SKILLS IN ORDER TO MEET REAL LIFE CHALLENGES RATHER THAN HOW WELL THEY HAD MASTERED A SPECIFIC SCHOOL CURRICULUM s 4HE EMPHASIS WAS PLACED ON THE MASTERY OF PROCESSES THE UNDERSTANDING OF CONCEPTS AND THE ABILITY TO FUNCTION IN VARIOUS SITUATIONS WITHIN EACH DOMAIN s !S PART OF AN INTERNATIONAL OPTION TAKEN UP IN COUNTRIES 0)3! COLLECTED INFORMATION ON STUDENTS ATTITUDES TO LEARNING -ETHODS s 0)3! USED PENCIL AND PAPER ASSESSMENTS LASTING TWO HOURS FOR EACH STUDENT s 0)3! USED BOTH MULTIPLE CHOICE ITEMS AND QUESTIONS REQUIRING STUDENTS TO CONSTRUCT THEIR OWN ANSWERS )TEMS WERE TYPICALLY ORGANISED IN UNITS BASED ON A PASSAGE DESCRIBING A REAL LIFE SITUATION s ! TOTAL OF SEVEN HOURS OF ASSESSMENT ITEMS WAS INCLUDED WITH DIFFERENT STUDENTS TAKING DIFFERENT COMBINATIONS OF THE ASSESSMENT ITEMS s 3TUDENTS ANSWERED A BACKGROUND QUESTIONNAIRE THAT TOOK ABOUT MINUTES TO COMPLETE AND AS PART OF AN INTERNATIONAL OPTION COMPLETED QUESTIONNAIRES ON LEARNING AND STUDY PRACTICES AS WELL AS FAMILIARITY WITH COMPUTERS s 3CHOOL PRINCIPALS COMPLETED A QUESTIONNAIRE ABOUT THEIR SCHOOL /UTCOMES s! PROFILE OF KNOWLEDGE AND SKILLS AMONG YEAR OLDS s #ONTEXTUAL INDICATORS RELATING RESULTS TO STUDENT AND SCHOOL CHARACTERISTICS s! KNOWLEDGE BASE FOR POLICY ANALYSIS AND RESEARCH s 4REND INDICATORS SHOWING HOW RESULTS CHANGE OVER TIME ONCE DATA BECOME AVAILABLE FROM SUBSEQUENT CYCLES OF 0)3! UTURE ASSESSMENTS s 0)3! WILL CONTINUE IN THREE YEAR CYCLES )N THE FOCUS WILL BE ON MATHEMATICS AND IN ON SCIENCE4HE ASSESSMENT OF CROSS CURRICULAR COMPETENCIES IS BEING PROGRESSIVELY INTEGRATED INTO 0)3! BEGINNING WITH AN ASSESSMENT OF PROBLEM SOLVING SKILLS IN
  • 22.
    / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì#(!04%2 4HIS REPORT SUMMARISES THE PERFORMANCE OF STUDENTS AND USES 0)3! TO ANALYSE WHAT FACTORS PROMOTE SUCCESS IN EDUCATION )T PRESENTS THE DISTRIBUTIONS OF PERFORMANCE IN EACH COUNTRY NOT ONLY AVERAGE SCORES )N ADDITION IT USES BACKGROUND INFORMATION ON STUDENTS THEIR SCHOOLS AND THEIR EDUCATION SYSTEMS TO EXAMINE A RANGE OF FACTORS ASSOCIATED WITH DIFFERENT LEVELS OF PERFORMANCE Y REVEALING PATTERNS OF STUDENT PROFICIENCY IN DIFFERENT COUNTRIES ALONGSIDE INFORMATION ABOUT THE CHARACTERISTICS AND EXPERIENCES OF STUDENTS 0)3! PROVIDES A POWERFUL TOOL TO IMPROVE UNDERSTANDING OF WHAT PROMOTES SUCCESS IN EDUCA TION4HE REMAINDER OF THIS CHAPTER LOOKS IN TURN AT n THE 0)3! APPROACH n WHAT 0)3! MEASURES OVERALL AND WITHIN EACH LITERACY DOMAIN AND THE METHODS THAT WERE EMPLOYED n HOW THE RESULTS CAN BE INTERPRETED AND HOW 0)3! CAN ADD TO THE UNDERSTANDING OF EDUCATION AND LIFELONG LEARNING IN WAYS RELEVANT TO POLICY MAKERS IN EACH COUNTRY n HOW 0)3! WAS DEVELOPED AND n HOW THE REPORT IS ORGANISED 4HE 0)3! APPROACH 0)3! ASSESSES THE LEVELS OF A WIDE RANGE OF KNOWLEDGE AND SKILLS ATTAINED BY YEAR OLDS IN THE PRINCIPAL INDUSTRIALISED COUNTRIES4HE MAIN FEATURES DRIVING THE DEVELOPMENT OF 0)3! HAVE BEEN n ITS POLICY ORIENTATION WITH DESIGN AND REPORTING METHODS DETERMINED BY THE NEED OF GOVERNMENTS TO DRAW POLICY LESSONS n ITS INNOVATIVE APPROACH TO LITERACY NOT ONLY IN READING BUT ALSO IN SCIENCE AND MATHEMATICS n ITS FOCUS ON THE DEMONSTRATION OF KNOWLEDGE AND SKILLS IN A FORM THAT IS RELEVANT TO EVERYDAY LIFE n ITS BREADTH OF GEOGRAPHICAL COVERAGE WITH COUNTRIES PARTICIPATING REPRESENTING ONE THIRD OF THE WORLD POPULATION n ITS REGULARITY WITH A COMMITMENT TO REPEAT THE SURVEY EVERY THREE YEARS n ITS COLLABORATIVE NATURE WITH GOVERNMENTS FROM THE PARTICIPATING COUNTRIES JOINTLY STEERING THE PROJECT AND A CONSORTIUM OF THE WORLDS LEADING INSTITU TIONS IN THE FIELD OF ASSESSMENT APPLYING CUTTING EDGE SCIENTIFIC KNOW HOW 4HROUGH 0)3! /%#$ -EMBER COUNTRIES ARE COLLABORATING TO IMPROVE COMPARATIVE INDICATORS ON THE PERFORMANCE OF EDUCATION SYSTEMS4HE /%#$ PUBLISHES A RANGE OF INDICATORS ANNUALLY IN %DUCATION AT A 'LANCE EG /%#$ 4HESE INDICATORS PROVIDE INFORMATION ON THE HUMAN AND FINANCIAL RESOURCES INVESTED IN EDUCATION ON HOW EDUCATION AND LEARNING SYSTEMS OPERATE AND EVOLVE AND ON THE INDIVIDUAL SOCIAL AND ECONOMIC RETURNS FROM EDUCATIONAL / ˆÃÊÀi«œÀÌÊÃÕ““ÀˆÃiÃÊ Ì iÊ«iÀvœÀ“˜ViÊœvÊ ÃÌÕ`i˜ÌÃʈ˜Ê*-ÊÓäää° *-ʈÃÊÊ“œÀÊ VœLœÀ̈ÛiÊivvœÀÌÊ “œ˜}ÊVœÕ˜ÌÀˆiÃÊÌœÊ ˆ“«ÀœÛiÊi`ÕV̈œ˜Ê «œˆVÞ°°° oLÞÊ``ˆ˜}ÊÊÃÌÀœ˜}]Ê œ˜}œˆ˜}ÊvœVÕÃÊœ˜Ê œÕÌVœ“iÃÊÌœÊÌ iÊ ½ÃÊ ÜœÀŽÊœ˜Êˆ˜ÌiÀ˜Ìˆœ˜Ê i`ÕV̈œ˜Êˆ˜`ˆVÌœÀðÊ
  • 23.
    #(!04%2 /iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì INVESTMENT )N THE PAST THE ABSENCE OF REGULAR AND RELIABLE INDICATORS OF EDUCATIONAL OUTCOMES ACROSS COUNTRIES ESPECIALLY INDICATORS OF KNOWLEDGE AND SKILLS HAS BEEN A SIGNIFICANT GAP IN THE AVAILABLE DATA7ITHOUT SUCH INDICATORS POLICY MAKERS TAXPAYERS EDUCATORS AND PARENTS LACK A MEANS OF JUDGING THE COMPARATIVE EFFECTIVENESS OF THEIR EDUCATION SYSTEMS )N RESPONSE THE /%#$ HAS BEEN WORKING WITH -EMBER COUNTRIES TO MEASURE SKILLS DIRECTLY THROUGH INTERNATIONAL COMPARATIVE SURVEYS4HE )NTERNATIONAL!DULT ,ITERACY 3URVEY )!,3 JOINTLY CONDUCTED BETWEEN AND BY 3TATISTICS #ANADA AND THE /%#$ PROVIDED A COMPARATIVE ASSESSMENT FOR ADULTS0)3! IS NOW ADDING MEASURES OF SKILLS FOR LIFE AMONG SCHOOL AGE STUDENTS )N ORDER TO ENSURE THE COMPARABILITY OF THE RESULTS 0)3! NEEDS TO ASSESS COMPARABLE TARGET POPULATIONS $IFFERENCES BETWEEN COUNTRIES IN THE NATURE AND EXTENT OF PRE PRIMARY EDUCATION AND CARE IN THE AGE OF ENTRY TO FORMAL SCHOOLING AND IN THE STRUCTURE OF THE EDUCATION SYSTEM DO NOT ALLOW SCHOOL GRADES TO BE DEFINED SO THAT THEY ARE INTERNATIONALLY COMPARABLE6ALID INTERNATIONAL COMPARI SONS OF EDUCATIONAL PERFORMANCE MUST THEREFORE DEFINE THEIR POPULATIONS WITH REFERENCE TO A TARGET AGE 0)3! COVERS STUDENTS WHO ARE AGED BETWEEN YEARS MONTHS AND YEARS MONTHS AT THE TIME OF THE ASSESSMENT REGARDLESS OF THE GRADE OR TYPE OF INSTITUTION IN WHICH THEY ARE ENROLLED AND OF WHETHER THEY ARE IN FULL TIME OR PART TIME EDUCATION 0)3! EXCLUDES YEAR OLDS NOT ENROLLED IN EDUCATIONAL INSTITUTIONS )N THE REMAINDER OF THIS REPORT h YEAR OLDSv IS USED AS A SHORTHAND TO DENOTE THIS POPULATION7ITH THE EXCEPTION OF RAZIL ,UXEMBOURG AND 0OLAND AT LEAST PER CENT OF THIS TARGET POPULATION WAS COVERED IN 0)3! BY THE ACTUAL SAMPLES AND MORE THAN PER CENT IN THE MAJORITY OF COUNTRIES FOR FURTHER INFORMATION ON THE DEFINITION OF THE 0)3! POPULATION AND THE COVERAGE OF SAMPLES SEE!NNEX! 4HIS HIGH LEVEL OF COVERAGE CONTRIBUTES TO THE COMPARABIL ITY OF THE ASSESSMENT RESULTS !S A RESULT THIS REPORT IS ABLE TO MAKE STATEMENTS ABOUT THE KNOWLEDGE AND SKILLS OF INDIVIDUALS BORN IN THE SAME YEAR AND STILL AT SCHOOL AT YEARS OF AGE BUT HAVING DIFFERING EDUCATIONAL EXPERIENCES BOTH WITHIN AND OUTSIDE SCHOOL 4HE NUMBER OF SCHOOL GRADES IN WHICH THESE STUDENTS ARE TO BE FOUND DEPENDS ON A COUNTRYS POLICIES ON SCHOOL ENTRY AND PROMOTION URTHERMORE IN SOME COUNTRIES STUDENTS IN THE 0)3! TARGET POPULATION REPRESENT DIFFERENT EDUCATION SYSTEMS TRACKS OR STREAMS 7HAT 0)3! MEASURES )NTERNATIONAL EXPERTS FROM /%#$ -EMBER COUNTRIES DEFINED EACH OF THE THREE LITERACY DOMAINS EXAMINED IN 0)3! n READING SCIENCE AND MATH EMATICS n AND DREW UP A FRAMEWORK FOR ASSESSING IT /%#$ A 4HE CON CEPT OF LITERACY USED IN 0)3! IS MUCH BROADER THAN THE HISTORICAL NOTION OF THE ABILITY TO READ AND WRITE ,ITERACY IS MEASURED ON A CONTINUUM NOT AS SOME THING THAT AN INDIVIDUAL EITHER DOES OR DOES NOT HAVE )T MAY BE NECESSARY OR DESIRABLE FOR SOME PURPOSES TO DEFINE A POINT ON A LITERACY CONTINUUM BELOW / iÊ«œ«ÕÌˆœ˜ÊÃÕÀÛiÞi`Ê ˆÃÊ£x‡ÞiÀ‡œ`ÃÊi˜Àœi`Ê ˆ˜Êi`ÕV̈œ˜]ÊvՏ‡Ìˆ“iÊ œÀÊ«À̇̈“i°°° oi˜Lˆ˜}ÊVÀœÃÇ VœÕ˜ÌÀÞÊVœ“«ÀˆÃœ˜ÃÊœvÊ Ì iʈ“«VÌÊœvÊ`ˆvviÀˆ˜}Ê i`ÕV̈œ˜ÊiÝ«iÀˆi˜Við *-Ê“iÃÕÀiÃÊÀi`ˆ˜}]Ê “Ì i“̈VÊ˜`ÊÃVˆi˜ÌˆvˆVÊ ˆÌiÀVÞÊœ˜ÊVœ˜Ìˆ˜ÕœÕÃÊ ÃViÃ]ÊÀÌ iÀÊÌ ˜ÊÈ“«ÞÊ `ˆÛˆ`ˆ˜}Ê«iœ«iʈ˜ÌœÊÌ œÃiÊ Ü œÊÀiʺˆÌiÀÌi»Ê˜`ÊÌ œÃiÊ Ü œÊÀiʘœÌ°
  • 24.
    / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì#(!04%2 WHICH LEVELS OF COMPETENCE ARE CONSIDERED INADEQUATE BUT THE UNDERLYING VARIABILITY IS IMPORTANT! LITERATE PERSON HAS A RANGE OF COMPETENCIES4HERE IS NO PRECISE DIVIDING LINE BETWEEN A PERSON WHO IS FULLY LITERATE AND ONE WHO IS NOT 4HE ACQUISITION OF LITERACY IS A LIFELONG PROCESS n TAKING PLACE NOT JUST AT SCHOOL OR THROUGH FORMAL LEARNING BUT ALSO THROUGH INTERACTIONS WITH PEERS COLLEAGUES AND WIDER COMMUNITIES IFTEEN YEAR OLDS CANNOT BE EXPECTED TO HAVE LEARNED EVERYTHING THEY WILL NEED TO KNOW AS ADULTS BUT THEY MUST HAVE A SOLID FOUNDATION OF KNOWLEDGE IN AREAS SUCH AS READING MATHEMATICS AND SCIENCE )N ORDER TO CONTINUE LEARNING IN THESE DOMAINS AND TO APPLY THEIR LEARNING TO THE REAL WORLD THEY ALSO NEED TO UNDERSTAND ELEMENTARY PROCESSES AND PRINCIPLES AND TO USE THESE FLEXIBLY IN DIFFERENT SITUATIONS)T IS FOR THIS REASON THAT 0)3! ASSESSES THE ABILITY TO COMPLETE TASKS RELATING TO REAL LIFE DEPENDING ON A BROAD UNDERSTANDING OF KEY CONCEPTS RATHER THAN ASSESSING THE POSSESSION OF SPECIFIC KNOWLEDGE !S WELL AS ASSESSING COMPETENCIES IN THE THREE CORE DOMAINS 0)3! AIMS PROGRESSIVELY TO EXAMINE COMPETENCIES ACROSS DISCIPLINARY BOUNDARIES 0)3! ASSESSED STUDENT MOTIVATION OTHER ASPECTS OF STUDENTS ATTITUDES TOWARDS LEARNING FAMILIARITY WITH COMPUTERS AND UNDER THE HEADING hSELF REGULATED LEARNINGv ASPECTS OF STUDENTSSTRATEGIES FOR MANAGING AND MONITORING THEIR OWN LEARNING )N SUBSEQUENT 0)3! SURVEYS FURTHER hCROSS CURRICULAR COMPETENCIESv SUCH AS PROBLEM SOLVING AND SKILLS IN INFORMATION TECHNOLOGIES WILL PLAY A GROWING ROLE 4O WHAT EXTENT DOES 0)3! SUCCEED IN MEASURING hSKILLS FOR LIFEv 4HE ANSWER WILL BE BASED NOT ONLY ON SUBJECTIVE JUDGEMENTS ABOUT WHAT IS IMPORTANT IN LIFE BUT ALSO ON EVIDENCE OF WHETHER PEOPLE WITH THE HIGH LEVELS OF SKILLS OF THE TYPE WHICH 0)3! MEASURES ARE ACTUALLY LIKELY TO SUCCEED IN LIFE !LTHOUGH THE FUTURE OUTCOMES FOR THE STUDENTS PARTICIPATING IN 0)3! CANNOT YET BE KNOWN THE )NTERNATIONAL !DULT ,ITERACY 3URVEY )!,3 SHOWS THAT ADULTS READING AND MATHEMATICAL LITERACY SKILLS ARE CLOSELY RELATED TO THEIR LABOUR MARKET SUC CESS AND EARNINGS AND HAVE AN EFFECT THAT IS INDEPENDENT OF THEIR EDUCATIONAL ATTAINMENT SEE OX 4HE DOMAINS COVERED BY 0)3! ARE DEFINED IN TERMS OF n THE CONTENT OR STRUCTURE OF KNOWLEDGE THAT STUDENTS NEED TO ACQUIRE IN EACH DOMAIN EG FAMILIARITY WITH SCIENTIFIC CONCEPTS OR VARIOUS TEXT TYPES n THE PROCESSES THAT NEED TO BE PERFORMED EG RETRIEVING WRITTEN INFORMATION FROM A TEXT AND n THE CONTEXTS IN WHICH KNOWLEDGE AND SKILLS ARE APPLIED EG MAKING DECISIONS IN RELATION TO ONES PERSONAL LIFE OR UNDERSTANDING WORLD AFFAIRS ˆÌiÀVÞÊVµÕˆÃˆÌˆœ˜ÊˆÃÊ Êˆviœ˜}Ê«ÀœViÃÃÊ*-Ê Ì iÀivœÀiÊÃÃiÃÃiÃÊ ÃÌÕ`i˜ÌýÊV«VˆÌÞÊÌœÊ Vœ˜Ìˆ˜ÕiʏiÀ˜ˆ˜}o o˜`ÊÌ iˆÀÊLˆˆÌÞÊÌœÊÕÃiÊ Ž˜œÜi`}iʈ˜ÊÀiÊˆvi° ˜œÜi`}iʈÃÊÃÃiÃÃi`ÊÊ ˆ˜ÊÌiÀ“ÃÊœvÊVœ˜Ìi˜Ì]Ê «ÀœViÃÃiÃʘ`ÊVœ˜ÌiÝÌð
  • 25.
    #(!04%2 /iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì OX $OES HIGHER READING LITERACY IMPROVE THE PROSPECTS FOR EMPLOYMENT 4HE )NTERNATIONAL !DULT ,ITERACY 3URVEY )!,3 FOUND THAT PEOPLE WITH HIGHER LEVELS OF READING LITERACY ARE MORE LIKELY TO BE EMPLOYED AND TO HAVE HIGHER AVERAGE SALARIES THAN THOSE WITH LOWER LEVELS /%#$ AND 3TATISTICS #ANADA )S THIS SIMPLY BECAUSE THEY HAVE BETTER EDUCATIONAL QUALIFICATIONS )F IT IS THEN )!,3 AND 0)3! WOULD AT BEST BE MEASURING COMPETENCIES THAT HELP PEOPLE TO GAIN A BETTER EDUCATION AND THROUGH IT BETTER JOBS )N )!,3 ADULTS WHO HAD COMPLETED SOME FORM OF TERTIARY EDUCATION SCORED ON AVERAGE BETWEEN ONE AND TWO READING LITERACY LEVELS HIGHER THAN THOSE WHO DID NOT COMPLETE SECONDARY EDUCATION BUT THERE WERE SIG NIFICANT NUMBERS OF ADULTS IN THE PARTICIPATING COUNTRIES WITH A HIGH LEVEL OF READING LITERACY AND A LOW LEVEL OF EDUCATION OR VICE VERSA -OST IMPORTANTLY READING LITERACY LEVELS CAN HELP TO PREDICT HOW WELL PEOPLE WILL DO IN THE LABOUR MARKET OVER AND ABOVE WHAT CAN BE PREDICTED FROM THEIR EDUCATIONAL QUALIFICATIONS ALONE IGURE ILLUSTRATES THIS BY SHOWING THE LIKELIHOOD OF YOUNG PEOPLE WITH DIFFERENT COMBINATIONS OF READING LITERACY AND EDUCATION HAVING A WHITE COLLAR HIGHLY SKILLED JOB 4HE GAPS BETWEEN )!,3 PROSE LITERACY SCORE ˆ}ÕÀiÊ£°Ó %DUCATION LITERACY AND THE PROBABILITY OF HAVING A WHITE COLLAR HIGHLY SKILLED JOB 0ROBABILITY OF EMPLOYMENT IN THE WHITE COLLAR HIGHLY SKILLED BUSINESS SECTOR BY LEVEL OF EDUCATION AND INCREASING LITERACY SCORE ALL COUNTRIES COMBINED )!,3 PROSE SCALE POPULATION AGED 3OURCE /%#$ AND 3TATISTICS #ANADA 0ROBABILITY #OMPLETED TERTIARY EDUCATION #OMPLETED UPPER SECONDARY EDUCATION 7ITH LESS THAN UPPER SECONDARY EDUCATION
  • 26.
    / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì#(!04%2 -ATERIALS IN 0)3! ARE DESIGNED TO ASSESS STUDENTS IN EACH OF THE THREE DOMAINS )N ORDER TO OBTAIN A DEEPER UNDERSTANDING OF EACH DOMAIN OVER TIME HOWEVER EACH CYCLE OF 0)3! EMPHASISES ONE DOMAIN 0)3! CONCENTRATED ON READING LITERACY TO WHICH TWO THIRDS OF ASSESSMENT TIME WERE DEVOTED #ONSEQUENTLY MOST OF THIS REPORT DISCUSSES THE RESULTS OF 0)3! IN THE FIELD OF READING LITERACY )N THE OTHER TWO DOMAINS THE REPORT PROVIDES A SUMMARY PROFILE OF SKILLS )N 0)3! WILL LOOK MORE CLOSELY AT MATHEMATICAL LITERACY AND IN AT SCIENTIFIC LITERACY 2EADING LITERACY IN 0)3! 2EADING LITERACY IS DEFINED IN 0)3! AS THE ABILITY TO UNDERSTAND USE AND REFLECT ON WRITTEN TEXTS IN ORDER TO ACHIEVE ONES GOALS TO DEVELOP ONES KNOWLEDGE AND POTENTIAL AND TO PARTICIPATE EFFECTIVELY IN SOCIETY4HIS DEFINITION GOES BEYOND THE NOTION THAT READING LITERACY MEANS DECODING WRITTEN MATERIAL AND LITERAL COMPREHENSION 2EADING INCORPORATES UNDERSTANDING AND REFLECTING ON TEXTS ,ITERACY INVOLVES THE ABILITY OF INDIVIDUALS TO USE WRITTEN INFORMATION TO FULFIL THEIR GOALS AND THE CONSEQUENT ABILITY OF COMPLEX MODERN SOCIETIES TO USE WRITTEN INFORMATION TO FUNCTION EFFECTIVELY 0)3! EMPLOYED ABOUT ITEMS REPRESENTING THE KINDS OF READING LITERACY THAT YEAR OLDS WOULD REQUIRE IN THE FUTURE %XAMPLES OF THE ASSESSMENT ITEMS USED IN 0)3! TO ASSESS READING LITERACY CAN BE FOUND IN #HAPTER AND THE 0)3! 7EB SITE WWWPISAOECDORG 2EADERS RESPOND TO A GIVEN TEXT IN A VARIETY OF WAYS AS THEY SEEK TO USE AND UNDERSTAND WHAT THEY ARE READING4HIS DYNAMIC PROCESS HAS MANY DIMENSIONS THREE OF WHICH WERE USED TO CONSTRUCT THE 0)3! ASSESSMENTS THE LINES SHOW THE EFFECTS OF INCREASING LEVELS OF EDUCATION THE SLOPES OF THE LINES SHOW THE EFFECT OF HIGHER READING LITERACY AT A GIVEN LEVEL OF EDUCATION OR A PERSON WHO IS BETWEEN AND YEARS OF AGE AND WORKING IN THE BUSINESS SECTOR THE PROBABILITY OF WORKING IN A WHITE COLLAR HIGHLY SKILLED JOB RISES RAPIDLY WITH AN INCREASE IN READING LITERACY SKILLS4HE INDEPENDENT EFFECT OF READING LITERACY ON LABOUR MARKET OUTCOMES IS COMPARABLE TO THE INDEPENDENT EFFECT OF EDUCATIONAL QUALIFICATIONS 3OMEONE WITH MEDIUM QUALIFICATIONS UPPER SECONDARY ONLY HAS A TWO IN FIVE CHANCE OF BEING IN A HIGH LEVEL JOB IF THEIR READING LITERACY LEVEL IS AT THE LOW END OF THE SCALE AND A FOUR IN FIVE CHANCE IF IT IS A HIGH SCORE #ONVERSELY SOMEONE WITH A MEDIUM LEVEL OF READING LITERACY A SCORE OF HAS A TWO IN FIVE CHANCE OF GETTING SUCH AS JOB WITH A LOW LEVEL OF EDUCATION LOWER SECONDARY EDUCATION ONLY AND MORE THAN A FOUR IN FIVE CHANCE WITH A HIGH LEVEL OF EDUCATION A TERTIARY QUALIFICATION 3OURCE /%#$ AND 3TATISTICS #ANADA *-Ê`ivˆ˜iÃÊÀi`ˆ˜}Ê ˆÌiÀVÞÊÃÊÌ iÊLˆˆÌÞÊ ÌœÊÕ˜`iÀÃ̘`]ÊÕÃiʘ`Ê ÀiviVÌÊœ˜ÊÜÀˆÌÌi˜ÊÌiÝÌÃÊ ˆ˜ÊœÀ`iÀÊ̜ʫÀ̈Vˆ«ÌiÊ ivviV̈ÛiÞʈ˜Êˆvi° *-ÊÀi`ˆ˜}ʏˆÌiÀVÞÊ ÌÃŽÃoÊ
  • 27.
    #(!04%2 /iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì n 4HE FORM OF READING MATERIAL OR TEXT -ANY PAST ASSESSMENTS OF READING LITERACY HAVE FOCUSED ON PROSE ORGANISED IN SENTENCES AND PARAGRAPHS OR hCONTINUOUS TEXTSv 0)3! INCLUDES CONTINUOUS PROSE PASSAGES AND DISTINGUISHES BETWEEN DIFFERENT TYPES OF PROSE SUCH AS NARRATION EXPOSITION AND ARGUMENTATION )N ADDITION 0)3! INCLUDES hNON CONTINUOUS TEXTSv WHICH PRESENT INFORMATION IN OTHER WAYS INCLUDING LISTS FORMS GRAPHS AND DIAGRAMS4HIS VARIETY IS BASED ON THE PRINCIPLE THAT INDIVIDUALS ENCOUNTER A RANGE OF WRITTEN TEXTS AT SCHOOL AND IN ADULT LIFE THAT REQUIRE DIFFERENT INFORMATION PROCESSING TECHNIQUES LEXIBILITY OR THE SKILL TO MATCH THE TYPE OF TEXT TO THE TECHNIQUES THAT ARE APPROPRIATE FOR LOCATING RELEVANT INFORMATION IN THE TEXT CHARACTERISES EFFICIENT READING n 4HE TYPE OF READING TASK4HIS IS DETERMINED AT ONE LEVEL BY THE COGNITIVE SKILLS THAT ARE NEEDED TO BE AN EFFECTIVE READER AND AT ANOTHER BY THE CHARACTERISTICS OF THE QUESTIONS IN 0)3!4HE FOCUS OF 0)3! IS ON hREADING TO LEARNv RATHER THAN hLEARNING TO READv 3TUDENTS ARE THUS NOT ASSESSED ON THE MOST BASIC READING SKILLS IT IS ASSUMED THAT MOST YEAR OLDS HAVE ALREADY ACQUIRED THESE 2ATHER THEY ARE EXPECTED TO DEMONSTRATE THEIR PROFICIENCY IN RETRIEVING INFORMATION UNDERSTANDING TEXTS AT A GENERAL LEVEL INTERPRETING THEM REFLECTING ON THE CONTENT AND FORM OF TEXTS IN RELATION TO THEIR OWN KNOWLEDGE OF THE WORLD AND EVALUATING AND ARGUING THEIR OWN POINT OF VIEW n 4HE USE FOR WHICH THE TEXT WAS CONSTRUCTED ITS CONTEXT OR SITUATION OR EXAMPLE A NOVEL PERSONAL LETTER OR BIOGRAPHY IS WRITTEN FOR PEOPLES hPRIVATEv USE /FFICIAL DOCUMENTS OR ANNOUNCEMENTS ARE FOR hPUBLICv USE ! MANUAL OR REPORT MAY BE FOR hOCCUPATIONALv USE AND A TEXTBOOK OR WORKSHEET FOR hEDUCATIONALv USE -ATHEMATICAL LITERACY IN 0)3! -ATHEMATICAL LITERACY IS DEFINED IN 0)3! AS THE CAPACITY TO IDENTIFY UNDERSTAND AND ENGAGE IN MATHEMATICS AND TO MAKE WELL FOUNDED JUDGEMENTS ABOUT THE ROLE THAT MATHEMATICS PLAYS IN AN INDIVIDUALS CURRENT AND FUTURE PRIVATE LIFE OCCUPATIONAL LIFE SOCIAL LIFE WITH PEERS AND RELATIVES AND LIFE AS A CONSTRUCTIVE CONCERNED AND REFLECTIVE CITIZEN!S WITH READING THE DEFINITION REVOLVES AROUND THE WIDER USES OF MATHEMATICS IN PEOPLES LIVES RATHER THAN BEING LIMITED TO MECHANICAL OPERATIONS h-ATHEMATICAL LITERACYv IS USED HERE TO INDICATE THE ABILITY TO PUT MATHEMATICAL KNOWLEDGE AND SKILLS TO FUNCTIONAL USE RATHER THAN JUST MASTERING THEM WITHIN A SCHOOL CURRICULUM 4O hENGAGE INv MATHEMATICS COVERS NOT SIMPLY PHYSICAL OR SOCIAL ACTIONS SUCH AS DECIDING HOW MUCH CHANGE TO GIVE SOMEONE IN A SHOP BUT ALSO WIDER USES INCLUDING TAKING A POINT OF VIEW AND APPRECIATING THINGS EXPRESSED MATHEMATICALLY SUCH AS HAVING AN OPINION ABOUT A GOVERNMENTS SPENDING PLANS -ATHEMATICAL LITERACY ALSO IMPLIES THE ABILITY TO POSE AND SOLVE MATHEMATICAL PROBLEMS IN A VARIETY OF SITUATIONS AS WELL AS THE INCLINATION TO DO SO WHICH OFTEN RELIES ON PERSONAL TRAITS SUCH AS SELF CONFIDENCE AND CURIOSITY oÀiÊLÃi`Êœ˜ÊÊÛÀˆiÌÞÊ œvÊÌiÝÌÊvœÀ“Ã]ʘœÌʍÕÃÌÊ «ÀœÃi° -ÌÕ`i˜ÌÃÊÀiÊiÝ«iVÌi`ÊÌœÊ ÀiÌÀˆiÛiʈ˜vœÀ“̈œ˜Ê vÀœ“ÊÊÌiÝÌ]ÊÌœÊ Õ˜`iÀÃ̘`ʈÌʘ`ÊÌœÊ ÀiviVÌÊœ˜ÊˆÌo oʘ`ÊÌœÊÀiÌiʈÌÊÌœÊÊ ÛÀˆiÌÞÊœvÊÈÌṎœ˜Ãʈ˜Ê Ü ˆV ÊÜÀˆÌÌi˜Ê“ÌiÀˆÃÊ ÀiÊi˜VœÕ˜ÌiÀi`° *-Ê`ivˆ˜iÃÊ “Ì i“̈VÊˆÌiÀVÞÊÃÊ Ì iÊLˆˆÌÞÊÌœÊvœÀ“ՏÌiÊ ˜`ÊÃœÛiÊ“Ì i“̈VÊ «ÀœLi“Ãʈ˜ÊÈÌṎœ˜ÃÊ i˜VœÕ˜ÌiÀi`ʈ˜Êˆvi°
  • 28.
    / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì#(!04%2 )N ORDER TO TRANSFORM THIS DEFINITION INTO AN ASSESSMENT OF MATHEMATICAL LITERACY THREE BROAD DIMENSIONS WERE IDENTIFIED FOR USE IN 0)3! n 4HE CONTENT OF MATHEMATICS#ONTENT IS DEFINED PRIMARILY IN TERMS OF CLUSTERS OF RELEVANT CONNECTED MATHEMATICAL CONCEPTS THAT APPEAR IN REAL SITUATIONS AND CONTEXTS 4HESE INCLUDE QUANTITY SPACE AND SHAPE CHANGE AND RELATIONSHIPS AND UNCERTAINTY4HE CHOICE OF THESE TOPICS DOES NOT MEAN THAT MORE SPECIFIC STRANDS OF THE SCHOOL CURRICULUM SUCH AS NUMBERS ALGEBRA AND GEOMETRY HAVE BEEN IGNORED 0)3! ESTABLISHED TASKS THAT REQUIRED STUDENTS TO HAVE MASTERED A BALANCED MATHEMATICAL CURRICULUM (OWEVER DUE TO THE FACT THAT MATHEMATICS WAS ONLY A MINOR DOMAIN IN 0)3! THE SCOPE OF THE ASSESSMENT IN THIS AREA WAS MORE LIMITED WITH AN EMPHASIS ON CHANGE AND RELATIONSHIPS AND SPACE AND SHAPE4HESE CONCEPTS WERE SELECTED TO ALLOW A WIDE RANGE OF CURRICULUM STRANDS TO BE REPRESENTED WITHOUT GIVING UNDUE WEIGHT TO NUMBER SKILLS n 4HE PROCESS OF MATHEMATICS 1UESTIONS IN 0)3! ARE STRUCTURED AROUND DIFFERENT TYPES OF SKILLS NEEDED FOR MATHEMATICS 3UCH SKILLS ARE ORGANISED INTO THREE hCOMPETENCY CLUSTERSv THE FIRST CLUSTER n REPRODUCTION n CONSISTS OF SIMPLE COMPUTATIONS OR DEFINITIONS OF THE TYPE MOST FAMILIAR IN CONVENTIONAL ASSESSMENTS OF MATHEMATICS THE SECOND n CONNECTIONS n REQUIRES THE BRINGING TOGETHER OF MATHEMATICAL IDEAS AND PROCEDURES TO SOLVE STRAIGHTFORWARD AND SOMEWHAT FAMILIAR PROBLEMS AND THE THIRD CLUSTER n REFLECTION n CONSISTS OF MATHEMATICAL THINKING GENERALISATION AND INSIGHT AND REQUIRES STUDENTS TO ENGAGE IN ANALYSIS TO IDENTIFY THE MATHEMATICAL ELEMENTS IN A SITUATION AND TO POSE THEIR OWN PROBLEMS n 4HE SITUATIONS IN WHICH MATHEMATICS IS USED -ATHEMATICAL LITERACY IS ASSESSED BY GIVING STUDENTS hAUTHENTICv TASKS n BASED ON SITUATIONS WHICH WHILE SOMETIMES FICTIONAL REPRESENT THE KINDS OF PROBLEM ENCOUNTERED IN REAL LIFE4HE SITUATIONS VARY IN TERMS OF hDISTANCEv FROM INDIVIDUALS n FROM THOSE AFFECTING PEOPLE DIRECTLY EG DECIDING WHETHER A PURCHASE OFFERS VALUE FOR MONEY TO SCIENTIFIC PROBLEMS OF MORE GENERAL INTEREST )N ORDER OF CLOSENESS TO THE STUDENT THE SITUATIONS ARE CLASSIFIED AS PRIVATE LIFEPERSONAL SCHOOL LIFE WORK AND SPORTS LOCAL COMMUNITY AND SOCIETY AND SCIENTIFIC 3CIENTIFIC LITERACY IN 0)3! 3CIENTIFIC LITERACY RELATES TO THE ABILITY TO THINK SCIENTIFICALLY IN A WORLD IN WHICH SCIENCE AND TECHNOLOGY SHAPE LIVES 3UCH LITERACY REQUIRES AN UNDERSTANDING OF SCIENTIFIC CONCEPTS AS WELL AS AN ABILITY TO APPLY A SCIENTIFIC PERSPECTIVE 0)3! DEFINES SCIENTIFIC LITERACY AS THE CAPACITY TO USE SCIENTIFIC KNOWLEDGE TO IDENTIFY QUESTIONS AND TO DRAW EVIDENCE BASED CONCLUSIONS IN ORDER TO UNDERSTAND AND HELP MAKE DECISIONS ABOUT THE NATURAL WORLD AND THE CHANGES MADE TO IT THROUGH HUMAN ACTIVITY 3CIENTIFIC LITERACY IS CONSIDERED A KEY OUTCOME OF EDUCATION BY AGE FOR ALL STUDENTS WHETHER OR NOT THEY CONTINUE TO LEARN SCIENCE THEREAFTER 3CIENTIFIC *-Ê“Ì i“̈VÊ ˆÌiÀVÞÊÌÃŽÃo oÀiµÕˆÀiÊÃÌÕ`i˜ÌÃÊÌœÊLiÊ v“ˆˆÀÊÜˆÌ ÊŽiÞÊ “Ì i“̈VÊ Vœ˜Vi«ÌÃ]o oÊÌœÊÀi«Àœ`ÕViÊÃ̘`À`Ê “Ì i“̈VÊ œ«iÀ̈œ˜Ã]Ê̜ʓŽiÊ Vœ˜˜iV̈œ˜Ãʘ`ÊÌœÊ i˜}}iʈ˜Ê܈`iÀÊ “Ì i“̈VÊ Ì ˆ˜Žˆ˜}]o oˆ˜ÊÛÀˆœÕÃÊÀi‡ˆviÊ ÃˆÌṎœ˜Ã° *-Ê`ivˆ˜iÃÊÃVˆi˜ÌˆvˆVÊ ˆÌiÀVÞÊÃÊÌ iÊLˆˆÌÞÊÌœÊ Ì ˆ˜ŽÊÃVˆi˜ÌˆvˆVÞo oˆ˜ÊÌ iÊLiˆivÊÌ ÌÊÃÕV Ê Ì ˆ˜Žˆ˜}ʈÃʘii`i`ÊLÞÊ Ì iÊ“˜Þ]ʘœÌÊÌ iÊviÜ°
  • 29.
    #(!04%2 /iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì THINKING IS REQUIRED BY CITIZENS NOT JUST SCIENTISTS 4HE INCLUSION OF SCIENTIFIC LITERACY AS A GENERAL COMPETENCY FOR LIFE REFLECTS THE GROWING CENTRALITY OF SCIENTIFIC AND TECHNOLOGICAL QUESTIONS 4HE DEFINITION USED IN 0)3! DOES NOT IMPLY THAT TOMORROWS ADULTS WILL NEED LARGE RESERVES OF SCIENTIFIC KNOWLEDGE 4HE KEY IS TO BE ABLE TO THINK SCIENTIFICALLY ABOUT THE EVIDENCE THAT THEY WILL ENCOUNTER 0)3! WAS DEVELOPED AROUND THREE DIMENSIONS OF SCIENTIFIC LITERACY n 3CIENTIFIC CONCEPTS 3TUDENTS NEED TO GRASP A NUMBER OF KEY CONCEPTS IN ORDER TO UNDERSTAND CERTAIN PHENOMENA OF THE NATURAL WORLD AND THE CHANGES MADE TO IT THROUGH HUMAN ACTIVITY 4HESE ARE THE BROAD INTEGRATING IDEAS THAT HELP TO EXPLAIN ASPECTS OF THE PHYSICAL ENVIRONMENT 0)3! ASKS QUESTIONS THAT BRING TOGETHER CONCEPTS DRAWN FROM PHYSICS CHEMISTRY THE BIOLOGICAL SCIENCES AND EARTH AND SPACE SCIENCES -ORE SPECIFICALLY CONCEPTS ARE DRAWN FROM A NUMBER OF THEMES INCLUDING BIODIVERSITY FORCES AND MOVEMENT AND PHYSIOLOGICAL CHANGE n 3CIENTIFIC PROCESSES 0)3! ASSESSES THE ABILITY TO USE SCIENTIFIC KNOWLEDGE AND UNDERSTANDING NAMELY STUDENTS ABILITY TO ACQUIRE INTERPRET AND ACT ON EVIDENCE 0)3! EXAMINES FIVE SUCH PROCESSES THE RECOGNITION OF SCIENTIFIC QUESTIONS THE IDENTIFICATION OF EVIDENCE THE DRAWING OF CONCLUSIONS THE COMMUNI CATION OF THESE CONCLUSIONSAND THE DEMONSTRATION OF UNDERSTANDING OF SCIENTIFIC CONCEPTS n 3CIENTIFIC SITUATIONS AND AREAS OF APPLICATION4HE CONTEXT OF SCIENTIFIC LITERACY IN 0)3! IS PRINCIPALLY EVERYDAY LIFE RATHER THAN THE CLASSROOM OR LABORATORY !S WITH THE OTHER FORMS OF LITERACY THE CONTEXT THUS INCLUDES ISSUES THAT HAVE A BEARING ON LIFE IN GENERAL AS WELL AS MATTERS OF DIRECT PERSONAL CONCERN 1UESTIONS IN 0)3! WERE GROUPED IN THREE AREAS IN WHICH SCIENCE IS APPLIED SCIENCE IN LIFE AND HEALTH SCIENCE IN EARTH AND THE ENVIRONMENT AND SCIENCE IN TECHNOLOGY (OW 0)3! ASSESSES STUDENTS AND COLLECTS INFORMATION 0)3! WAS CAREFULLY DESIGNED BY AN INTERNATIONAL NETWORK OF LEADING INSTITUTIONS AND EXPERTS TO SERVE THE PURPOSES DESCRIBED ABOVE %ACH STUDENT PARTICIPATED IN HISHER OWN SCHOOL IN A WRITTEN ASSESSMENT SESSION OF TWO HOURS AND SPENT ABOUT HALF AN HOUR RESPONDING TO A QUESTIONNAIRE ABOUT HIMSELF OR HERSELF 3CHOOL PRINCIPALS WERE ASKED TO GIVE FURTHER INFORMATION ON SCHOOL CHARACTERISTICS IN ANOTHER MINUTE QUESTIONNAIRE 4HE STUDENT ASSESSMENTS FOLLOWED THE SAME PRINCIPLES IN EACH OF THE THREE DOMAINS AND WILL DO SO FROM ONE SURVEY TO THE NEXT ALTHOUGH THE AMOUNT OF ASSESSMENT MATERIAL IN EACH DOMAIN WILL DIFFER IN EACH THREE YEAR CYCLE )N 0)3! WHERE THE MAIN FOCUS WAS READING LITERACY 0)3! WAS IMPLEMENTED IN THE FOLLOWING WAYS FOR DETAILS SEE THE 0)3! 4ECHNICAL 2EPORT *-ÊÃVˆi˜ÌˆvˆVʏˆÌiÀVÞÊ ÌÃŽÃÊÀiµÕˆÀiÊÃÌÕ`i˜ÌÃÊÌœÊ Õ˜`iÀÃ̘`ÊViÀ̈˜ÊŽiÞÊ ÃVˆi˜ÌˆvˆVÊVœ˜Vi«ÌÃ]o o˜`ÊÌœÊà œÜÊÌ ÌÊÌ iÞÊ V˜ÊVµÕˆÀi]ʈ˜ÌiÀ«ÀiÌÊ ˜`ÊVÌÊœ˜ÊiÛˆ`i˜Vi]o oʈ˜ÊÈÌṎœ˜ÃÊÜ iÀiÊ ÃVˆi˜ViÊV˜ÊLiÊ««ˆi`° -ÌÕ`i˜ÌÃÊÜiÀiÊÃÃiÃÃi`Ê vœÀÊÌÜœÊ œÕÀÃʈ˜Ê*-Ê ˜`Êvˆi`ÊœÕÌÊÊ µÕiÃ̈œ˜˜ˆÀi]ÊÃÊ`ˆ`Ê Ì iˆÀÊ«Àˆ˜Vˆ«Ã° / iÊÃÃiÃÓi˜ÌÊ Vœ˜Ìˆ˜i`Ê“˜ÞÊ`ˆvviÀi˜ÌÊ Žˆ˜`ÃÊœvÊÌÃŽÃo
  • 30.
    / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì#(!04%2 n ! WIDE RANGE OF ASSESSMENT ITEMS 0)3! ASSESSMENTS WERE IN PRINTED FORM WITH QUESTIONS TAKING A RANGE OF FORMATS 3TUDENTS WERE REQUIRED TO CONSIDER WRITTEN PASSAGES AND DIAGRAMS AND TO ANSWER A SERIES OF QUESTIONS ON EACH -UCH OF THE MATERIAL WAS DESIGNED TO DETERMINE WHETHER STUDENTS COULD REFLECT AND THINK ACTIVELY ABOUT THE DOMAIN%XAMPLES OF ITEMS ARE GIVEN IN #HAPTERS AND n ROAD COVERAGE OF THE DOMAIN %ACH STUDENT WAS ASSESSED FOR TWO HOURS BUT NOT ALL STUDENTS WERE GIVEN THE SAME ASSESSMENT ITEMS! RANGE OF ITEMS EQUIVALENT TO SEVEN HOURS OF ASSESSMENT TIME WAS DRAWN UP IN ORDER TO COVER ALL THE AREAS $IFFERENT COMBINATIONS OF ITEMS WERE GROUPED IN NINE DIFFERENT ASSESSMENT BOOKLETS %ACH ITEM APPEARED IN SEVERAL BOOKLETS WHICH ENSURED THAT EACH WAS ANSWERED BY A REPRESENTATIVE SAMPLE OF STUDENTS %ACH STUDENT RECEIVED ONE BOOKLET n #O OPERATION BETWEEN ALL PARTICIPATING COUNTRIES IN THE DEVELOPMENT OF INTERNATIONALLY VALID ASSESSMENTS /N THE BASIS OF THE INTERNATIONALLY AGREED ASSESSMENT FRAMEWORKS AND TEST SPECIFICATIONS COUNTRIES DEVELOPED ASSESSMENT ITEMS THAT WERE REVIEWED BY SUBJECT MATTER SPECIALISTS AND ASSESS MENT EXPERTS !DDITIONAL ITEMS WERE DEVELOPED TO ENSURE THAT ALL AREAS OF THE FRAMEWORKS WERE COVERED ADEQUATELY )TEMS WERE PILOT TESTED THE RESULTS WERE REVIEWED AND THE REVISED SET OF ITEMS WAS THEN VALIDATED IN A FIELD TRIAL INALLY IN ORDER TO ENSURE THAT THE ITEMS WERE VALID ACROSS COUNTRIES LANGUAGES AND CULTURES ITEMS WERE RATED BY PARTICIPATING COUNTRIES FOR CULTURAL APPROPRIATENESS CURRICULAR AND NON CURRICULAR RELEVANCE AND APPROPRIATE LEVEL OF DIFFICULTY n 3TANDARDISED PROCEDURES FOR THE PREPARATION AND IMPLEMENTATION OF THE ASSESSMENT 0)3! REPRESENTS AN UNPRECEDENTED EFFORT TO ACHIEVE COMPARA BILITY OF RESULTS ACROSS COUNTRIES CULTURES AND LANGUAGES )N ADDITION TO COMPREHENSIVE COVERAGE OF YEAR OLD STUDENTS IN EACH COUNTRY THESE EFFORTS HAVE INCLUDED CO OPERATION WITH A WIDE RANGE OF EXPERTS IN ALL PARTICIPATING COUNTRIES THE DEVELOPMENT OF STANDARDISED PROCEDURES FOR THE PREPARATION AND IMPLEMENTATION OF THE ASSESSMENT AND RIGOROUS ATTENTION TO QUALITY CONTROL THROUGHOUT 4HE ASSESSMENT INSTRUMENTS WERE PREPARED IN BOTH %NGLISH AND RENCH AND THEN TRANSLATED INTO THE LANGUAGES OF PARTICIPATING COUNTRIES USING PROCEDURES THAT ENSURED THE LINGUISTIC INTEGRITY AND EQUIVALENCE OF THE INSTRU MENTS OR NON %NGLISH AND NON RENCH SPEAKING COUNTRIES TWO INDEPENDENT TRANSLATIONS OF THE ASSESSMENT INSTRUMENTS WERE PREPARED AND THEN CONSOLIDATED DRAWING IN MOST CASES ON BOTH SOURCE VERSIONS OR FURTHER INFORMATION ON THE 0)3! STANDARDS AND PROCEDURES SEE!NNEXES! ! 2EADING LITERACY WAS ASSESSED USING A SERIES OF TEXTS STUDENTS BEING SET A NUMBER OF TASKS ON EACH TEXT ORTY FIVE PER CENT OF THE TASKS REQUIRED STUDENTS TO CONSTRUCT THEIR OWN RESPONSES EITHER BY PROVIDING A BRIEF ANSWER FROM A WIDE RANGE OF POSSIBLE ANSWERS OR BY CONSTRUCTING A LONGER RESPONSE ALLOWING FOR THE POSSIBILITY OF DIVERGENT INDIVIDUAL RESPONSES AND OPPOSING VIEWPOINTS4HE oÜˆÌ Ê܈`iÞÊÛÀˆi`Ê Vœ˜Ìi˜Ì° / œÀœÕ} Ê«ÀœVi`ÕÀiÃÊ i˜ÃÕÀi`ÊÌ ÌÊÌÃŽÃÊÜiÀiÊ Ûˆ`ÊVÀœÃÃÊVœÕ˜ÌÀˆiÃo o˜`ÊÀˆ}œÀœÕÃÊivvœÀÌÃÊ ÜiÀiÊ“`iÊÌœÊ`iˆÛiÀÊÌ iÊ ÌiÃÌʈ˜ÊiµÕˆÛi˜ÌÊÜÞÃÊ ˆ˜Ê`ˆvviÀi˜ÌÊVœÕ˜ÌÀˆið LœÕÌÊ vÊœvÊÌ iÊ Ài`ˆ˜}ʏˆÌiÀVÞÊ µÕiÃ̈œ˜ÃÊÀiµÕˆÀi`Ê ÃÌÕ`i˜ÌÃÊÌœÊVœ˜ÃÌÀÕVÌÊ Ì iˆÀʜܘÊÀi뜘ÃiÃo
  • 31.
    #(!04%2 /iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì LATTER ITEMS USUALLY ASKED STUDENTS TO RELATE INFORMATION OR IDEAS IN THE STIMULUS TEXT TO THEIR OWN EXPERIENCE OR OPINIONS THE ACCEPTABILITY OF THEIR ANSWER DEPENDING LESS ON THE POSITION TAKEN BY THE STUDENT THAN ON THE ABILITY TO USE WHAT THEY HAD READ WHEN JUSTIFYING OR EXPLAINING THAT POSITION 0ARTIAL CREDIT WAS PROVIDED FOR PARTIALLY CORRECT OR LESS SOPHISTICATED ANSWERS AND ALL OF THESE ITEMS WERE MARKED BY HAND ! FURTHER PER CENT OF THE ITEMS WERE ASKED IN MULTIPLE CHOICE FORMAT IN WHICH STUDENTS EITHER MADE ONE CHOICE FROM AMONG FOUR OR FIVE GIVEN ALTERNATIVES OR A SERIES OF CHOICES BY CIRCLING A WORD OR SHORT PHRASE FOR EXAMPLE hYESv OR hNOv FOR EACH POINT4HE REMAINING PER CENT OF THE ITEMS REQUIRED STUDENTS TO CONSTRUCT THEIR RESPONSE FROM AMONG A LIMITED RANGE OF ACCEPTABLE ANSWERS -ATHEMATICAL LITERACY WAS ASSESSED THROUGH A COMBINATION OF QUESTION TYPES!S WITH READING LITERACY THERE WERE A NUMBER OF UNITS EACH PRESENTING A SITUATION OR PROBLEM ON WHICH STUDENTS WERE SET SEVERAL QUESTIONS OR TASKS $IFFERENT COMBINATIONS OF DIAGRAMS AND WRITTEN INFORMATION INTRODUCED EACH UNIT!BOUT TWO THIRDS OF THE ITEMS WERE IN A FORM THAT COULD BE MARKED UNAMBIGUOUSLY AS CORRECT OR INCORRECT 3TUDENTS DEMONSTRATED THEIR PROFICIENCY BY ANSWERING PROBLEMS CORRECTLY AND SHOWING WHETHER THEY UNDERSTOOD THE UNDERLYING MATHEMATICAL PRINCIPLES INVOLVED IN THE TASK OR MORE COMPLEX ITEMS STUDENTS COULD GAIN FULL OR PARTIAL CREDIT 3CIENTIFIC LITERACY WAS ASSESSED IN A MANNER SIMILAR TO THAT OF MATHEMATICAL LITERACY USING A SERIES OF UNITS EACH OF WHICH PRESENTED A REAL SCIENTIFIC SITUATION FOLLOWED BY QUESTIONS ABOUT IT 3OME TWO THIRDS OF THE ITEMS WERE IN A FORM THAT COULD BE MARKED UNAMBIGUOUSLY AS CORRECT OR INCORRECTOR MORE COMPLEX ITEMS STUDENTS COULD GAIN FULL OR PARTIAL CREDIT 4HE 0)3! CONTEXT QUESTIONNAIRES COLLECTED INFORMATION THAT WAS IMPORTANT FOR THE INTERPRETATION AND ANALYSIS OF THE RESULTS 4HE QUESTIONNAIRES ASKED ABOUT STUDENTS CHARACTERISTICS SUCH AS GENDER ECONOMIC AND SOCIAL BACKGROUND AND ACTIVITIES AT HOME AND SCHOOL!S PART OF AN INTERNATIONAL OPTION MANY STUDENTS ALSO REPORTED ON THEIR ATTITUDES TOWARDS LEARNING FAMILIARITY WITH COMPUTERS AND UNDER THE HEADING hSELF REGULATED LEARNINGv STRATEGIES FOR MANAGING AND MONITORING THEIR OWN LEARNING 3CHOOL PRINCIPALS IN THE SCHOOLS IN WHICH STUDENTS WERE ASSESSED WERE ASKED ABOUT THE CHARACTERISTICS OF THEIR SCHOOL SUCH AS SIZE AND RESOURCES AND HOW THEY ORGANISED LEARNING )NTERPRETING THE RESULTS OF 0)3! )F ONE COUNTRYS 0)3! SCORES ARE HIGHER THAN THOSE OF ANOTHER COUNTRY IT CANNOT AUTOMATICALLY BE INFERRED THAT THE SCHOOLS IN THE FORMER ARE MORE EFFECTIVE SINCE LEARNING STARTS WELL BEFORE SCHOOL AND OCCURS IN A RANGE OF INSTITUTIONAL AND OUT OF SCHOOL SETTINGS .ONETHELESS IF A COUNTRYS 0)3! SCORES ARE HIGHER ONE CAN LEGITIMATELY CONCLUDE THAT THE CUMULATIVE IMPACT OF ALL THE LEARNING EXPERIENCES IN THAT COUNTRY FROM EARLY CHILDHOOD UP TO THE AGE OF IN AND OUT OF SCHOOL HAS RESULTED IN MORE DESIRABLE OUTCOMES IN THE DOMAINS THAT 0)3! ASSESSES oÜ ˆiÊÌ iÊ“œÀˆÌÞÊœvÊ “Ì i“̈VÊˆÌiÀVÞÊ ÌÃŽÃÊo o˜`ÊÃVˆi˜ÌˆvˆVʏˆÌiÀVÞÊ ÌÃŽÃÊ `Ê Õ˜“Lˆ}ÕœÕÏÞÊÀˆ} ÌÊ ˜`ÊÜÀœ˜}ʘÃÜiÀð -ÌÕ`i˜ÌʵÕiÃ̈œ˜˜ˆÀiÃÊ }Ì iÀi`ʈ˜vœÀ“̈œ˜Êœ˜Ê ÃÌÕ`i˜ÌýÊLVŽ}ÀœÕ˜`Ê ˜`ÊV̈ۈ̈iÃÆʈ˜Ê“˜ÞÊ VœÕ˜ÌÀˆiÃ]ÊÃÌÕ`i˜ÌÃÊÃœÊ Ài«œÀÌi`Êœ˜Ê œÜÊÌ iÞÊ iÀ˜i`° *-ÊÀiÃՏÌÃÊÀiÊ œÕÌVœ“iÃʘœÌÊœ˜ÞÊœvÊ ÃV œœˆ˜}ÊLÕÌʏÜʜvÊ iÀ˜ˆ˜}Ê“œÀiÊ }i˜iÀÞo
  • 32.
    / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì#(!04%2 !S READERS OF THIS REPORT WILL NOTICE THE RESULTS OF 0)3! OFTEN CONFIRM AND COMPLEMENT THE FINDINGS OF PREVIOUS INTERNATIONAL ASSESSMENTS SUCH AS THE4HIRD )NTERNATIONAL -ATHEMATICS AND 3CIENCE 3TUDY 4)-33 WHICH WAS CONDUCTED IN BY THE )NTERNATIONAL!SSOCIATION FOR THE %VALUATION OF %DUCATIONAL!CHIEVE MENT )%! AMONG STUDENTS IN GRADES AND THE FINAL YEAR OF SECONDARY SCHOOL AND REPEATED IN AMONG STUDENTS IN THE TH GRADE (OWEVER SOME 0)3! FINDINGS DIFFER FROM THE RESULTS OF 4)-33 3UCH DIFFERENCES ARE NOT UNEXPECTED GIVEN THE DIFFERENCES BETWEEN THE TWO STUDIES 4HE ASSESSMENT MATERIALS IN4)-33 WERE CONSTRUCTED ON THE BASIS OF AN ANALYSIS OF THE INTENDED CURRICULUM IN EACH PARTICIPATING COUNTRY SO AS TO COVER THE CORE MATERIAL COMMON TO THE CURRICULUM IN THE MAJORITY OF PARTICIPATING COUNTRIES 4HE ASSESSMENT MATERIALS IN 0)3! AS DESCRIBED ABOVE COVERED THE RANGE OF SKILLS AND COMPETENCIES THAT WERE IN THE RESPECTIVE ASSESSMENT DOMAINS CONSIDERED TO BE CRUCIAL TO AN INDIVIDUALS CAPACITY TO FULLY PARTICIPATE IN AND CONTRIBUTE MEANINGFULLY TO A SUCCESSFUL MODERN SOCIETY INALLY IT NEEDS TO BE BORNE IN MIND THAT THE AGE BASED 0)3! TARGET POPULATION OF YEAR OLDS DIFFERS FROM THE GRADE BASED POPULATION EMPLOYED IN4)-33 (OW 0)3! CAN INFORM POLICY 0)3! PROVIDES A BROAD ASSESSMENT OF COMPARATIVE LEARNING OUTCOMES TOWARDS THE END OF COMPULSORY SCHOOLING WHICH CAN BOTH GUIDE POLICY DECISIONS AND RESOURCE ALLOCATIONS AND PROVIDE INSIGHTS INTO THE FACTORS THAT CONTRIBUTE TO THE DEVELOPMENT OF KNOWLEDGE AND SKILLS AND THE EXTENT TO WHICH THESE FACTORS ARE COMMON TO DIFFERENT COUNTRIES 0)3! PROVIDES INTERNATIONAL COMPARISONS OF THE PERFORMANCE OF EDUCATION SYSTEMS WITH STRONG CROSS CULTURALLY VALID MEASURES OF COMPETENCIES THAT ARE RELEVANT TO EVERYDAY ADULT LIFE!SSESSMENTS THAT TEST ONLY MASTERY OF THE SCHOOL CURRICULUM CAN OFFER A MEASURE OF THE INTERNAL EFFICIENCY OF SCHOOL SYSTEMS4HEY DO NOT REVEAL HOW EFFECTIVELY SCHOOLS PREPARE STUDENTS FOR LIFE AFTER THEY HAVE COMPLETED THEIR FORMAL EDUCATION 4HE INFORMATION YIELDED BY 0)3! ALLOWS POLICY MAKERS TO LOOK CLOSELY AT THE FACTORS ASSOCIATED WITH EDUCATIONAL SUCCESS NOT JUST TO MAKE COMPARISONS BETWEEN RESULTS IN ISOLATION 0)3! CAN TELL THEM FOR EXAMPLE HOW WIDE THE PERFORMANCE GAP IS BETWEEN STUDENTS FROM RICHER AND POORER HOMES IN THEIR OWN COUNTRY IN COMPARISON WITH THOSE IN OTHER COUNTRIES 0)3! ALSO OFFERS INSIGHTS INTO THE CHARACTERISTICS OF SCHOOLS n SUCH AS THE WAY IN WHICH LEARNING IS ORGANISED n AND HOW THESE CHARACTERISTICS ARE ASSOCIATED WITH LEVELS OF STUDENT PROFICIENCY $ATA FROM 0)3! CAN BE USED TO LOOK AT WHICH ASPECTS OF STUDENT ATTITUDES SEEM TO MAKE THE GREATEST CONTRIBUTION TO LEARNING )N THESE AND MANY OTHER WAYS 0)3! OFFERS A NEW APPROACH TO CONSIDERING SCHOOL OUTCOMES USING AS ITS EVIDENCE BASE THE EXPERIENCES OF STUDENTS ACROSS THE WORLD RATHER THAN IN THE SPECIFIC CULTURAL CONTEXT OF A SINGLE COUNTRY4HE INTERNATIONAL CONTEXT ALLOWS POLICY MAKERS TO QUESTION ASSUMPTIONS ABOUT THE QUALITY OF THEIR OWN COUNTRYS EDUCATIONAL OUTCOMES o˜`ÊÌ iÀivœÀiÊ`ˆvviÀÊ ˆ˜ÊÃœ“iÊÀiëiVÌÃÊvÀœ“Ê Ì iÊÀiÃՏÌÃÊœvÊÃÃiÃÓi˜ÌÃÊ vœVÕȘ}Êœ˜ÊÌ iÊÃV œœÊ VÕÀÀˆVՏՓ° *-Ê«ÀœÛˆ`iÃʈ˜Ãˆ} ÌÃÊ ˆ˜ÌœÊÜ ÌÊVœ˜ÌÀˆLÕÌiÃÊÌœÊ iÀ˜ˆ˜}ÊœÕÌVœ“ið ÌÊÃiiŽÃÊÌœÊVœ“«ÀiÊ œÜÊ ÜiÊ`ˆvviÀi˜ÌÊÃV œœÊ ÃÞÃÌi“ÃÊ«Ài«ÀiÊÃÌÕ`i˜ÌÃÊ vœÀʏˆvi° Ìʈ`i˜ÌˆvˆiÃʘ`Ê Vœ“«ÀiÃÊÌ iÊ ÀiÌˆœ˜Ã ˆ«ÃÊœvÊ ˆ˜`ˆÛˆ`Տ]Ê œ“iʘ`Ê ÃV œœÊV ÀVÌiÀˆÃ̈VÃÊ ÜˆÌ ÊÃÌÕ`i˜ÌÊ «iÀvœÀ“˜Vio
  • 33.
    #(!04%2 /iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì 4HE INTERNATIONAL PERSPECTIVE OF 0)3! OFFERS POLICY MAKERS A LENS THROUGH WHICH TO RECOGNISE THE STRENGTHS AND WEAKNESSES OF THEIR OWN SYSTEMS 4HE FACT THAT SOME COUNTRIES CAN ACHIEVE A HIGH AVERAGE LEVEL OF STUDENT PERFORMANCE WITH ONLY A MODEST GAP BETWEEN THE HIGHEST AND LOWEST LEVEL OF STUDENT PERFORMANCE AS SHOWN IN #HAPTER SUGGESTS THAT LARGE DISPARITIES IN OUTCOMES DO NOT HAVE TO BE THE PRICE FOR HIGH AVERAGE PERFORMANCE 3IMILARLY THE FACT THAT THE STRENGTH OF THE RELATIONSHIP BETWEEN SOCIAL BACKGROUND AND LEARNING OUTCOMES VARIES WIDELY BETWEEN COUNTRIES AS SHOWN IN #HAPTER DEMONSTRATES THAT SCHOOLS AND EDUCATION SYSTEMS CAN SUCCEED IN MODERATING THIS RELATIONSHIP ,OW LEVELS OF PERFORMANCE BY STUDENTS FROM LOWER SOCIAL BACKGROUNDS IS NOT INEVITABLE4HERE ARE THINGS THAT SCHOOLS n AND POLICY MAKERS n CAN DO ABOUT POOR PERFORMANCE INALLY BY REPORTING ON STUDENT COMPETENCIES TO A PRESET TIMETABLE 0)3! WILL ENABLE GOVERNMENTS REGULARLY TO MONITOR THE PROGRESS OF THEIR EDUCATION SYSTEMS IN TERMS OF STUDENT OUTCOMES AND TO EVALUATE NATIONAL POLICIES IN THE LIGHT OF OTHER COUNTRIES PERFORMANCES4HE RESULTS OF 0)3! REPORTED HERE PROVIDE A BASELINE )N AND SO ON COUNTRIES WILL BE ABLE TO SEE WHAT PROGRESS THEY HAVE MADE )N PARALLEL WITH THIS FIRST INTERNATIONAL REPORT MOST PARTICIPATING COUNTRIES ARE PUBLISHING NATIONAL REPORTS THAT EXAMINE THE FINDINGS FROM 0)3! AND THEIR POLICY IMPLICATIONS IN THE NATIONAL ECONOMIC SOCIAL AND EDUCATIONAL CONTEXT URTHER MORE DETAILED INTERNATIONAL THEMATIC REPORTS ARE BEING PREPARED USING THE OUTCOMES FROM 0)3! TO EXPLORE SPECIFIC ISSUES AND THEIR IMPLICATIONS FOR POLICY 4HESE THEMATIC REPORTS WILL GIVE PARTICULAR ATTENTION TO ISSUES OF EQUITY GENDER DIFFERENCES IN STUDENT PERFORMANCE ATTITUDES AND MOTIVATION THE NEEDS OF BOTH THE MOST VULNERABLE AND THE EXCEPTIONALLY WELL PERFORMING STUDENTS THE ROLE OF ENGAGEMENT AND MOTIVATION AS PREREQUISITES FOR ADEQUATE PERFORMANCE AND FUTURE DESTINATIONS THE NATURE DEVELOPMENT AND IMPACT OF LITERACY SKILLS AND ASPECTS OF LEARNING STRATEGIES AND SELF CONCEPT $EVELOPING 0)3! n A COLLABORATIVE EFFORT 0)3! IS A SUBSTANTIAL COLLABORATIVE EFFORT BY THE -EMBER COUNTRIES OF THE /%#$ TO PROVIDE A NEW KIND OF ASSESSMENT OF STUDENT PERFORMANCE ON A RECURRING BASIS 4HE ASSESSMENTS WERE DEVELOPED CO OPERATIVELY AGREED BY PARTICIPATING COUNTRIES AND IMPLEMENTED BY NATIONAL ORGANISATIONS 4HE CONSTRUCTIVE CO OPERATION BY TEACHERS AND PRINCIPALS IN PARTICIPATING SCHOOLS HAS BEEN A CRUCIAL FACTOR CONTRIBUTING TO THE SUCCESS OF 0)3! DURING ALL STAGES OF THE DEVELOPMENT AND IMPLEMENTATION ! OARD OF 0ARTICIPATING #OUNTRIES REPRESENTING ALL COUNTRIES AT SENIOR POLICY LEVELS LAID DOWN POLICY PRIORITIES AND STANDARDS FOR THE DEVELOPMENT OF INDICATORS THE ESTABLISHMENT OF THE ASSESSMENT INSTRUMENTS AND THE REPORTING OF RESULTS %XPERTS FROM PARTICIPATING COUNTRIES SERVED ON WORKING GROUPS LINKING THE PROGRAMMES POLICY OBJECTIVES WITH THE BEST INTERNATIONALLY AVAILABLE TECHNICAL EXPERTISE IN THE THREE ASSESSMENT DOMAINS Y PARTICIPATING IN THESE o˜`ÊÌ ÕÃʏœÜÃÊ VœÕ˜ÌÀˆiÃÊ̜ʏœœŽÊÌÊÌ iˆÀÊ œÜ˜Êi`ÕV̈œ˜ÊÃÞÃÌi“Ê ˆ˜ÊÌ iʏˆ} ÌÊœvÊœÌ iÀÊ VœÕ˜ÌÀˆiýʫiÀvœÀ“˜Vi° / iÊœ˜}œˆ˜}Ê*-ÊVÞViÊ ÜˆÊœÜÊVœÕ˜ÌÀˆiÃÊÌœÊ “œ˜ˆÌœÀÊV ˜}iÃʈ˜Ê «iÀvœÀ“˜ViÊœÛiÀÊ̈“i° *-ʈÃÊÌ iÊÀiÃՏÌÊœvÊ ivviV̈ÛiÊVœ‡œ«iÀ̈œ˜Ê LiÌÜii˜Ê˜Ìˆœ˜Ê œÀ}˜ˆÃ̈œ˜Ã]ÊÃÕLiV̇ “ÌÌiÀÊiÝ«iÀÌÃ]ʘ`Ê ÃV œœÊÕÌ œÀˆÌˆiÃo o˜`ʈÃÊÃÌiiÀi`ʍœˆ˜ÌÞÊ LÞÊ}œÛiÀ˜“i˜ÌÃÊœ˜ÊÌ iÊ LÈÃÊœvÊà Ài`]Ê«œˆVÞ‡ `ÀˆÛi˜Êˆ˜ÌiÀiÃÌÃo
  • 34.
    / iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì#(!04%2 EXPERT GROUPS COUNTRIES ENSURED THAT THE INSTRUMENTS WERE INTERNATIONALLY VALID AND TOOK INTO ACCOUNT THE CULTURAL AND EDUCATIONAL CONTEXTS OF THE DIFFERENT /%#$ -EMBER COUNTRIES THAT THE ASSESSMENT MATERIALS HAD STRONG MEASUREMENT POTENTIAL AND THAT THE INSTRUMENTS EMPHASISED AUTHENTICITY AND EDUCATIONAL VALIDITY 0ARTICIPATING COUNTRIES IMPLEMENTED 0)3! AT THE NATIONAL LEVEL THROUGH .ATIONAL 0ROJECT -ANAGERS SUBJECT TO TECHNICAL AND ADMINISTRATIVE PROCEDURES COMMON TO ALL PARTICIPATING COUNTRIES4HESE MANAGERS PLAYED A VITAL ROLE IN THE DEVELOP MENT AND VALIDATION OF THE INTERNATIONAL ASSESSMENT INSTRUMENTS AND ENSURED THAT THE IMPLEMENTATION OF 0)3! WAS OF HIGH QUALITY4HEY ALSO CONTRIBUTED TO THE VERIFICATION AND EVALUATION OF THE SURVEY RESULTS ANALYSES AND REPORTS 4HE DESIGN AND IMPLEMENTATION OF 0)3! WITHIN THE FRAMEWORK ESTABLISHED BY THE OARD OF 0ARTICIPATING #OUNTRIES WAS THE RESPONSIBILITY OF AN INTERNATIONAL CONSORTIUM LED BY THE!USTRALIAN #OUNCIL FOR %DUCATIONAL 2ESEARCH !#%2 4HE OTHER PARTNERS IN THIS CONSORTIUM WERE THE .ATIONAL )NSTITUTE FOR %DUCATIONAL -EASUREMENT #)4/ IN THE .ETHERLANDS 7ESTAT AND THE %DUCATION 4ESTING 3ERVICE %43 IN THE 5NITED 3TATES AND THE .ATIONAL )NSTITUTE FOR %DUCATIONAL 0OLICY 2ESEARCH .)%2 IN *APAN 4HE /%#$ 3ECRETARIAT HAD OVERALL MANAGERIAL RESPONSIBILITY FOR THE PROGRAMME MONITORED ITS IMPLEMENTATION ON A DAY TO DAY BASIS SERVED AS THE SECRETARIAT FOR THE OARD OF 0ARTICIPATING #OUNTRIES FOSTERED THE BUILDING OF A CONSENSUS BETWEEN THE COUNTRIES INVOLVED AND SERVED AS THE INTERLOCUTOR BETWEEN THE OARD OF 0ARTICIPATING #OUNTRIES AND THE INTERNATIONAL CONSORTIUM 0)3! IS JOINTLY FINANCED BY ALL PARTICIPATING COUNTRIES /RGANISATION OF THIS REPORT #HAPTERS AND DESCRIBE STUDENT PERFORMANCE IN THE THREE 0)3! LITERACY DOMAINS AND #HAPTER EXTENDS THIS WITH A PROFILE OF WHAT STUDENTS ARE LIKE AS LEARNERS AT AGE n IN TERMS OF THEIR MOTIVATION THEIR ENGAGEMENT THEIR LEARNING STRATEGIES AND THEIR BELIEFS IN THEIR OWN CAPACITIES )T ALSO INCLUDES A DESCRIPTION OF STUDENTS FAMILIARITY WITH COMPUTERS #HAPTER EXAMINES GENDER DIFFERENCES IN STUDENT PERFORMANCE IN THE THREE LITERACY DOMAINS FOR STUDENTS OVERALL AND FOR SPECIFIC SUB GROUPS OF STUDENTS #HAPTERS AND THEN SITUATE STUDENT PERFORMANCE IN THE CONTEXT OF STUDENTS BACKGROUNDS AND THE BROADER LEARNING ENVIRONMENT #HAPTER FOCUSES ON A DESCRIPTION OF THE FAMILY BACKGROUNDS OF STUDENTS INCLUDING ASPECTS OF THE ECONOMIC CULTURAL AND SOCIAL BACKGROUND FOLLOWED BY #HAPTER WHICH THEN EXAMINES HOW THE LEARNING ENVIRONMENT AND THE ORGANISATION OF SCHOOLS VARIES BETWEEN COUNTRIES #HAPTER ALSO LOOKS AT THE HUMAN AND FINANCIAL RESOURCES THAT COUNTRIES INVEST IN EDUCATION AND AT SELECTED CHARACTERISTICS OF NATIONAL EDUCATION SYSTEMS oÌ ÀœÕ} ÊÌ iÊ ° / ˆÃÊÀi«œÀÌʏœœŽÃʈ˜ÊÌÕÀ˜Ê ÌÊÃÌÕ`i˜ÌÃ½Ê «iÀvœÀ“˜Vi]o oÌÊ}i˜`iÀÊ`ˆvviÀi˜ViÃ]o oÌÊÌ iÊ«iÀvœÀ“˜ViÊœvÊ ÃÌÕ`i˜ÌÃÊÜˆÌ Ê`ˆvviÀi˜ÌÊ LVŽ}ÀœÕ˜`Ãʘ`Ê iÀ˜ˆ˜}ÊiÝ«iÀˆi˜ViÃo
  • 35.
    #(!04%2 /iÊ Ê*Àœ}À““iÊvœÀʘÌiÀ˜Ìˆœ˜Ê-ÌÕ`i˜ÌÊÃÃiÃÓi˜Ì INALLY #HAPTER SEEKS TO EXPAND UPON THESE FINDINGS AND ADDRESSES QUESTIONS ABOUT THE NATURE OF THE RELATIONSHIP BETWEEN SCHOOL PERFORMANCE AND SOCIAL BACKGROUND 4HROUGH AN ANALYSIS OF THE SIMULTANEOUS RELATIONSHIPS BETWEEN SEVERAL DIFFERENT VARIABLES IN A WIDE RANGE OF SETTINGS AND A NUMBER OF COUNTRIES INCLUDING BOTH FAMILY AND SCHOOL FACTORS IT IS POSSIBLE TO ESTIMATE THE SEPARATE AND OVERLAPPING INFLUENCES OF THESE FACTORS AND TO GAUGE THE RELATIVE IMPORTANCE OF SCHOOL RESOURCES AND SCHOOL POLICY AND PRACTICES IN DIFFERENT TYPES OF SCHOOL SYSTEM4HIS CAN PROVIDE INDICATIONS OF WHAT EDUCATIONAL POLICY CAN DO BOTH TO IMPROVE AVERAGE PERFORMANCE AND TO MODERATE THE IMPACT OF FAMILY BACKGROUND ON STUDENT PERFORMANCE o˜`ÊÌÊÜ ÌÊÌ iÃiÊ `ˆvviÀi˜ViÃÊÌiÊ«œˆVÞ‡Ê “ŽiÀÃÊLœÕÌÊÜ ˆV Ê vVÌœÀÃÊÀiʈ“«œÀ̘̰ .OTE )N MOST /%#$ COUNTRIES THE AGE AT WHICH COMPULSORY SCHOOLING ENDS IS OR YEARS BUT IN THE 5NITED 3TATES IT IS YEARS AND IN ELGIUM 'ERMANY AND THE .ETHERLANDS IT IS YEARS /%#$
  • 36.
    $ATA UNDERLYING THEFIGURES 4HE DATA REFERRED TO IN #HAPTERS TO OF THIS REPORT ARE PRESENTED IN!NNEX AND WITH ADDITIONAL DETAIL ON THE WEB SITE WWWPISAOECDORG OUR SYMBOLS ARE USED TO DENOTE MISSING DATA A 4HE CATEGORY DOES NOT APPLY IN THE COUNTRY CONCERNED $ATA ARE THEREFORE MISSING C 4HERE ARE TOO FEW OBSERVATIONS TO PROVIDE RELIABLE ESTIMATES IE THERE ARE FEWER THAN FIVE SCHOOLS OR FEWER THAN STUDENTS WITH VALID DATA FOR THIS CELL M $ATA ARE NOT AVAILABLE 5NLESS OTHERWISE NOTED THESE DATA WERE COLLECTED BUT SUBSEQUENTLY REMOVED FROM THE PUBLICATION FOR TECHNICAL OR OTHER REASONS AT THE REQUEST OF THE COUNTRY CONCERNED X $ATA ARE INCLUDED IN ANOTHER CATEGORY OR COLUMN OF THE TABLE #ALCULATION OF INTERNATIONAL AVERAGES !N /%#$ AVERAGE WAS CALCULATED FOR MOST INDICATORS PRESENTED IN THIS REPORT )N THE CASE OF SOME INDICATORS A TOTAL REPRESENTING THE /%#$ AREA AS A WHOLE WAS ALSO CALCULATED n 4HE /%#$ AVERAGE SOMETIMES ALSO REFERRED TO AS THE COUNTRY AVERAGE IS THE MEAN OF THE DATA VALUES FOR ALL /%#$ COUNTRIES FOR WHICH DATA ARE AVAILABLE OR CAN BE ESTIMATED4HE /%#$ AVERAGE CAN BE USED TO SEE HOW A COUNTRY COMPARES ON A GIVEN INDICATOR WITH A TYPICAL /%#$ COUNTRY 4HE /%#$ AVERAGE DOES NOT TAKE INTO ACCOUNT THE ABSOLUTE SIZE OF THE STUDENT POPULATION IN EACH COUNTRY IE EACH COUNTRY CONTRIBUTES EQUALLY TO THE AVERAGE n 4HE /%#$ TOTAL TAKES THE /%#$ COUNTRIES AS A SINGLE ENTITY TO WHICH EACH COUNTRY CONTRIBUTES IN PROPORTION TO THE NUMBER OF YEAR OLDS ENROLLED IN ITS SCHOOLS SEE !NNEX ! FOR DATA )T ILLUSTRATES HOW A COUNTRY COMPARES WITH THE /%#$ AREA AS A WHOLE 4HREE /%#$ COUNTRIES ARE EXCLUDED FROM THE CALCULATION OF AVERAGES OR OTHER AGGREGATE ESTIMATES THE .ETHERLANDS THE 3LOVAK 2EPUBLIC WHICH BECAME A -EMBER OF THE /%#$ IN AND4URKEY 4HE .ETHERLANDS ARE EXCLUDED BECAUSE LOW RESPONSE RATES PRECLUDE RELIABLE ESTIMATES OF MEAN SCORES SEE !NNEX ! 4HE 3LOVAK 2EPUBLIC AND 4URKEY WILL JOIN 0)3! FROM THE SURVEY CYCLE ONWARDS )N THE CASE OF OTHER COUNTRIES DATA MAY NOT BE AVAILABLE FOR SPECIFIC INDICATORS OR SPECIFIC DATA CATEGORIES MAY NOT APPLY 2EADERS SHOULD THEREFORE KEEP IN MIND THAT THE TERMS /%#$ AVERAGE AND /%#$ TOTAL REFER TO THE /%#$ COUNTRIES INCLUDED IN THE RESPECTIVE COMPARISONS 2%!$%23'5)$%
  • 37.
    2%!$%23 '5)$% 2EPORTING OFSTUDENT DATA 4HE REPORT USUALLY USES h YEAR OLDSv AS SHORTHAND FOR THE 0)3! TARGET POPULATION )N PRACTICE THIS REFERS TO STUDENTS WHO WERE AGED BETWEEN YEARS AND COMPLETE MONTHS AND YEARS AND COMPLETE MONTHS AT THE BEGINNING OF THE ASSESSMENT PERIOD AND WHO WERE ENROLLED IN AN EDUCATIONAL INSTITUTION REGARDLESS OF THE GRADE LEVEL OR TYPE OF INSTITUTION AND OF WHETHER THEY WERE ATTENDING FULL TIME OR PART TIME FOR DETAILS SEE!NNEX! 2EPORTING OF SCHOOL DATA 4HE PRINCIPALS OF THE SCHOOLS IN WHICH STUDENTS WERE ASSESSED PROVIDED INFORMATION ON THEIR SCHOOLS CHARACTERISTICS BY COMPLETING A SCHOOL QUESTIONNAIRE7HERE RESPONSES FROM SCHOOL PRINCIPALS ARE PRESENTED IN THIS PUBLICATION THEY ARE WEIGHTED SO THAT THEY ARE PROPORTIONATE TO THE NUMBER OF YEAR OLDS ENROLLED IN THE SCHOOL 2OUNDING OF FIGURES ECAUSE OF ROUNDING SOME FIGURES IN TABLES MAY NOT EXACTLY ADD UP TO THE TOTALS4OTALS DIFFERENCES AND AVERAGES ARE ALWAYS CALCULATED ON THE BASIS OF EXACT NUMBERS AND ARE ROUNDED ONLY AFTER CALCULATION !BBREVIATIONS USED IN THIS REPORT '$0 'ROSS $OMESTIC 0RODUCT )3#%$ )NTERNATIONAL 3TANDARD #LASSIFICATION OF %DUCATION 000 0URCHASING 0OWER 0ARITY 20 2ESPONSE PROBABILITY 3$ 3TANDARD DEVIATION 3% 3TANDARD ERROR URTHER DOCUMENTATION OR FURTHER INFORMATION ON THE 0)3! ASSESSMENT INSTRUMENTS AND THE METHODS USED IN 0)3! SEE THE 0)3! 4ECHNICAL 2EPORT AVAILABLE IN EBRUARY AND THE 0)3!7EB SITE WWWPISAOECDORG
  • 38.
    #HAPTER 7/Ê*-Ê-7-Ê//Ê £x‡9 ,‡ -Ê Ê Ê Ê*, ÊÊ-/1 /Ê* ,, Ê, Ê/ , 9
  • 39.
    #(!04%2 Ê7ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ )NTRODUCTION 4HIS CHAPTER PROVIDES A PROFILE OF STUDENT PERFORMANCE IN READING LITERACY n IRST THE CHAPTER EXPLAINS HOW PROFICIENCY IN READING LITERACY IS SCORED IN 0)3! USING THREE SCALES ON WHICH STUDENTS ARE ASSIGNED SCORES ACCORDING TO THEIR PERFORMANCE IN TASKS OF VARYING DIFFICULTY n 3ECOND THE CHAPTER DESCRIBES PROFICIENCY IN EACH COUNTRY IN TERMS OF THE RANGE OF PERFORMANCE OF ITS STUDENTS 4O FACILITATE THIS DESCRIPTION EACH SCALE IS DIVIDED INTO FIVE LEVELS OF INCREASING PROFICIENCY AND EACH COUNTRYS DISTRIBUTION IS REPORTED IN TERMS OF THE PERCENTAGES OF STUDENTS AT EACH LEVEL 4HE LEVELS ARE ILLUSTRATED WITH EXAMPLES OF THE TASKS THAT A STUDENT MUST COMPLETE SATISFACTORILY IN ORDER TO REACH EACH SUCCESSIVE LEVEL n 4HIRD THE CHAPTER SUMMARISES PERFORMANCE IN EACH COUNTRY IN TERMS OF THE MEAN SCORES ACHIEVED BY STUDENTS AND THE DISTRIBUTION OF SCORES ACROSS STUDENT POPULATIONS #HAPTER COMPLEMENTS THIS WITH AN ANALYSIS OF STUDENT PERFORMANCE IN MATHEMATICAL AND SCIENTIFIC LITERACY AND AN EXAMINATION OF HOW PERFORMANCE IN THESE DOMAINS DIFFERS FROM PERFORMANCE IN READING LITERACY #HAPTER BROADENS THE PROFILE OF 0)3! RESULTS FURTHER WITH STUDENTSREPORTS ON THEIR FAMILIARITY WITH COMPUTERS THEIR LEARNING STRATEGIES AND NON COGNITIVE OUTCOMES OF SCHOOLING THAT ARE IMPORTANT FOR LIFELONG LEARNINGTHEIR MOTIVATION THEIR ENGAGEMENT AND THEIR BELIEF IN THEIR OWN CAPACITIES (OW READING LITERACY IS MEASURED IN 0)3! 4HE CONCEPT OF READING LITERACY IN 0)3! HAS THREE DIMENSIONS WHICH HAVE GUIDED THE DEVELOPMENT OF THE ASSESSMENT THE TYPE OF READING TASK THE FORM AND STRUCTURE OF THE READING MATERIAL AND THE USE FOR WHICH THE TEXT WAS CONSTRUCTED 0ERSONAL COMPETENCE IS BEST UNDERSTOOD IN TERMS OF THE FIRST OF THESE4HE OTHER TWO ARE PROPERTIES OF THE TASK MATERIALS THAT WERE HELPFUL IN ENSURING THAT A RANGE OF DIVERSE TASKS WERE INCLUDED IN THE TESTS 4HE hTYPE OF READING TASKv DIMENSION IS MEASURED ON THREE SCALES! hRETRIEVING INFORMATIONv SCALE REPORTS ON STUDENTSABILITY TO LOCATE INFORMATION IN A TEXT!N hINTERPRETING TEXTSv SCALE REPORTS ON THE ABILITY TO CONSTRUCT MEANING AND DRAW INFERENCES FROM WRITTEN INFORMATION! hREFLECTION AND EVALUATIONv SCALE REPORTS ON STUDENTS ABILITY TO RELATE TEXT TO THEIR KNOWLEDGE IDEAS AND EXPERIENCES )N ADDITION A COMBINED READING LITERACY SCALE SUMMARISES THE RESULTS FROM THE THREE READING LITERACY SCALES 4O FACILITATE THE INTERPRETATION OF THE SCORES ASSIGNED TO STUDENTS THE COMBINED READING LITERACY SCALE WAS DESIGNED TO HAVE AN AVERAGE SCORE OF POINTS WITH ABOUT TWO THIRDS OF STUDENTS ACROSS /%#$ COUNTRIES SCORING BETWEEN AND POINTS 4HESE REFERENCE POINTS PROVIDE AN hANCHORv FOR THE MEASUREMENT / ˆÃÊV «ÌiÀÊ`iÃVÀˆLiÃÊ œÜÊ*-Ê“iÃÕÀiÃÊ Ài`ˆ˜}ʏˆÌiÀVÞ]Ê œÜÊ “˜ÞÊÃÌÕ`i˜ÌÃÊÀiÊ «ÀœvˆVˆi˜ÌÊÌÊ`ˆvviÀi˜ÌÊ iÛiÃÊœvÊÀi`ˆ˜}ʏˆÌiÀVÞ]Ê ˜`Ê œÜÊ«iÀvœÀ“˜ViÊ ÃVœÀiÃÊÀiÊ`ˆÃÌÀˆLÕÌi`Ê VÀœÃÃÊVœÕ˜ÌÀˆið «ÌiÀÃÊÎʘ`Ê{ʏœœŽÊ ÌÊ“Ì i“̈VÊ˜`Ê ÃVˆi˜ÌˆvˆVʏˆÌiÀVÞʘ`ÊÌÊ œÜÊÃÌÕ`i˜ÌÃʏiÀ˜° *-ÊÓäääÊ«ÀiÃi˜Ìi`Ê ÃÌÕ`i˜ÌÃÊÜˆÌ ÊÊÀ˜}iÊ œvÊÀi`ˆ˜}ÊÌÃŽÃÊÕȘ}Ê `ˆvviÀi˜ÌÊÌiÝÌÊvœÀ“Ãʘ`Ê Vœ˜ÌiÝÌÃo o˜`ÊÀi«œÀÌi`ÊÌ iˆÀÊ ÃŽˆÃʈ˜ÊÀiÌÀˆiÛˆ˜}Ê ˆ˜vœÀ“̈œ˜]ʈ˜ÌiÀ«Àï˜}Ê ÌiÝÌÃ]ʘ`ÊÀiviV̈œ˜Ê˜`Ê iۏṎœ˜o oœ˜ÊÃViÃʈ˜ÊÜ ˆV Ê ÌÜœ‡Ì ˆÀ`ÃÊœvÊÃÌÕ`i˜ÌÃÊ ÃVœÀi`ÊÜˆÌ ˆ˜Ê£ääÊ«œˆ˜ÌÃÊ œvÊÊxä䇫œˆ˜ÌÊÛiÀ}i°
  • 40.
    7 ÌÊ*-Êà œÜÃÊÌÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 OF STUDENT PERFORMANCE4HE MEAN SCORES FOR THE THREE SCALES THAT CONTRIBUTE TO THE COMBINED READING SCALE DIFFER SLIGHTLY FROM 4HE SCORES ON EACH SCALE REPRESENT DEGREES OF PROFICIENCY IN A PARTICULAR ASPECT OF READING LITERACY OR EXAMPLE A LOW SCORE ON THE INTERPRETING SCALE INDICATES THAT A STUDENT HAS LIMITED SKILLS IN UNDERSTANDING RELATIONSHIPS CONSTRUCTING MEANING OR DRAWING INFERENCES FROM ONE OR MORE PARTS OF A TEXT Y CONTRAST A HIGH SCORE ON THE INTERPRETING SCALE INDICATES THAT A STUDENT HAS ADVANCED SKILLS IN THIS AREA 4HERE ARE EASIER AND HARDER TASKS FOR EACH OF THE THREE READING LITERACY SCALES AND THERE IS NO HIERARCHICAL RELATIONSHIP BETWEEN THE THREE SCALES %ACH OF THE THREE READING LITERACY SCALES IS DIVIDED INTO FIVE LEVELS OF KNOWLEDGE AND SKILLS ,EVEL CORRESPONDS TO A SCORE OF MORE THAN ,EVEL TO SCORES IN THE RANGE TO ,EVEL TO SCORES FROM TO ,EVEL TO SCORES FROM TO AND ,EVEL TO SCORES FROM TO 3TUDENTS AT A PARTICULAR LEVEL NOT ONLY DEMONSTRATE THE KNOWLEDGE AND SKILLS ASSOCIATED WITH THAT LEVEL BUT ALSO THE PROFICIENCIES REQUIRED AT LOWER LEVELS 4HUS ALL STUDENTS PROFICIENT AT ,EVEL ARE ALSO PROFICIENT AT ,EVELS AND !LL STUDENTS AT A GIVEN LEVEL ARE EXPECTED TO ANSWER AT LEAST HALF OF THE ITEMS AT THAT LEVEL CORRECTLY 3TUDENTS SCORING BELOW POINTS IE THOSE WHO DO NOT REACH ,EVEL ARE NOT ABLE ROUTINELY TO SHOW THE MOST BASIC SKILLS THAT 0)3! SEEKS TO MEASURE 7HILE SUCH PERFORMANCE SHOULD NOT BE INTERPRETED TO MEAN THAT THOSE STUDENTS HAVE NO LITERACY SKILLS AT ALL PERFORMANCE BELOW ,EVEL DOES SIGNAL SERIOUS DEFICIENCIES IN STUDENTSABILITY TO USE READING LITERACY AS A TOOL FOR THE ACQUISITION OF KNOWLEDGE AND SKILLS IN OTHER AREAS 4HE DIVISION OF THE SCALES INTO LEVELS OF DIFFICULTY AND OF PERFORMANCE MAKES IT POSSIBLE NOT ONLY TO RANK STUDENTS PERFORMANCE BUT ALSO TO DESCRIBE WHAT THEY CAN DO SEE IGURE %ACH SUCCESSIVE READING LEVEL IS ASSOCIATED WITH TASKS OF ASCENDING DIFFICULTY4HE TASKS AT EACH LEVEL OF READING LITERACY WERE JUDGED BY PANELS OF EXPERTS TO SHARE MANY FEATURES AND REQUIREMENTS AND TO DIFFER CONSISTENTLY FROM TASKS AT EITHER HIGHER OR LOWER LEVELS4HE ASSUMED DIFFICULTY OF TASKS WAS THEN VALIDATED EMPIRICALLY ON THE BASIS OF STUDENT PERFORMANCE IN PARTICIPATING COUNTRIES 4HE READING LITERACY TASKS USED IN 0)3! VARY WIDELY IN TERMS OF TEXT TYPE SITUATION AND TASK REQUIREMENTS SEE #HAPTER AS WELL AS DIFFICULTY IGURE SHOWS SAMPLE ITEMS FROM THREE OF THE UNITS CONTAINING TASKS THAT WERE USED IN 0)3! TOGETHER WITH THE ASSOCIATED READING LITERACY SKILLS DEMONSTRATED BY STUDENTS AT THE VARIOUS LEVELS OF THE THREE READING LITERACY SCALES4HE DESCRIPTIONS REFLECT THE SKILLS ASSESSED BY EACH ITEM4HESE DESCRIPTIONS PROVIDE SOME INSIGHT INTO THE RANGE OF PROCESSES REQUIRED OF STUDENTS AND THE PROFICIENCIES WHICH THEY NEED TO DEMONSTRATE AT VARIOUS POINTS ALONG THE READING LITERACY SCALES ! MORE COMPLETE SET OF SAMPLE TASKS CAN BE FOUND AT WWWPISAOECDORG ,iÃՏÌÃÊÀiÊÃÕ““ÀˆÃi`Ê LÞÊvˆÛiʏiÛiÃÊœvÊ «ÀœvˆVˆi˜VÞo oÊÃÌÕ`i˜ÌÃÊLiˆ˜}Ê ÃÈ}˜i`ÊÌœÊÌ iÊ ˆ} iÃÌÊ iÛiÊÌÊÜ ˆV ÊÌ iÞÊV˜Ê LiÊiÝ«iVÌi`ÊÌœÊ`œÊ“œÃÌÊœvÊ Ì iÊÌÎð V ʏiÛiÊV˜ÊLiÊ `iÃVÀˆLi`ʈ˜ÊÌiÀ“ÃÊœvÊ Ü ÌÊÃÌÕ`i˜ÌÃÊÌÊÌ ÌÊ iÛiÊV˜Ê`œ°
  • 41.
    #(!04%2 Ê7ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ ˆ}ÕÀiÊÓ°£ 7HAT THE PROFICIENCY LEVELS MEASURE 3OURCE /%#$ 0)3! 2ETRIEVING INFORMATION 2EFLECTION AND EVALUATION )NTERPRETING TEXTS 7HAT IS BEING ASSESSED ON EACH OF THE READING LITERACY SCALES 2ETRIEVING INFORMATION IS DEFINED AS LOCATING ONE OR MORE PIECES OF INFORMATION IN A TEXT )NTERPRETING TEXTS IS DEFINED AS CONSTRUCTING MEANING AND DRAWING INFERENCES FROM ONE OR MORE PARTS OF A TEXT 2EFLECTING AND EVALUATION IS DEFINED AS RELATING ATEXTTOONEgSEXPERIENCE KNOWLEDGEANDIDEAS #HARACTERISTICS OF THE TASKS ASSOCIATED WITH INCREASING DIFFICULTY ON EACH OF THE READING LITERACY SCALES 4ASK DIFFICULTY DEPENDS ON THE NUMBER OF PIECES OFINFORMATIONTHATNEEDTOBELOCATED$IFFICULTY ALSO DEPENDS ON THE NUMBER OF CONDITIONS THAT MUSTBEMETTOLOCATETHEREQUESTEDINFORMATION AND ON WHETHER WHAT IS RETRIEVED NEEDS TO BE SEQUENCED IN A PARTICULAR WAY$IFFICULTY ALSO DEPENDSON THEPROMINENCEOF INFORMATION AND THE FAMILIARITY OF THE CONTEXT/THER RELEVANT CHARACTERISTICS ARE THE COMPLEXITY OF THE TEXT AND THE PRESENCE AND STRENGTH OF COMPETING INFORMATION 4ASK DIFFICULTY DEPENDS ON THE TYPE OF INTERPRETATION REQUIRED WITH THE EASIEST TASKS REQUIRINGIDENTIFYINGTHEMAINIDEAINATEXT MORE DIFFICULTTASKSREQUIRINGUNDERSTANDINGRELATIONSHIPS THAT ARE PART OF THE TEXT AND THE MOST DIFFICULT REQUIRING EITHER AN UNDERSTANDING OF THE MEANING OF LANGUAGE IN CONTEXT OR ANALOGICAL REASONING $IFFICULTY ALSO DEPENDS ON HOW EXPLICITLY THE TEXT PROVIDESTHEIDEASORINFORMATIONTHEREADER NEEDS IN ORDER TO COMPLETE THE TASKON HOW PROMINENT THE REQUIRED INFORMATION ISAND ON HOW MUCH COMPETING INFORMATION IS PRESENTINALLY THE LENGTH AND COMPLEXITY OF THE TEXT AND THE FAMILIARITY OF ITS CONTENT AFFECT DIFFICULTY 4ASK DIFFICULTY DEPENDS ON THE TYPE OF REFLECTION REQUIRED WITH THE EASIEST TASKS REQUIRING SIMPLE CONNECTIONS OR EXPLANATIONS RELATING THE TEXT TO EXTERNAL EXPERIENCE AND THE MORE DIFFICULT REQUIRING AN HYPOTHESIS OR EVALUATION$IFFICULTY ALSODEPENDSONTHEFAMILIARITYOFTHEKNOWLEDGE THAT MUST BE DRAWN ON FROM OUTSIDE THE TEXT ON THE COMPLEXITY OF THE TEXTON THE LEVEL OF TEXTUAL UNDERSTANDING DEMANDEDAND ON HOW EXPLICITLYTHEREADERISDIRECTEDTORELEVANTFACTORS IN BOTH THE TASK AND THE TEXT 4AKE ACCOUNT OF A SINGLE CRITERION TO LOCATE ONE OR MORE INDEPENDENT PIECES OF EXPLICITLY STATED INFORMATION 2ECOGNISE THE MAIN THEME OR AUTHORgS PURPOSE IN A TEXT ABOUT A FAMILIAR TOPIC WHEN THE REQUIRED INFORMATION IN THE TEXT IS PROMINENT -AKE A SIMPLE CONNECTION BETWEEN INFORMATION IN THE TEXT AND COMMON EVERYDAY KNOWLEDGE ,OCATE AND POSSIBLY SEQUENCE OR COMBINE MULTIPLE PIECES OF DEEPLY EMBEDDED INFORMATION SOME OF WHICH MAY BE OUTSIDE THE MAIN BODY OF THE TEXT)NFER WHICH INFORMATIONINTHETEXTISRELEVANTTOTHETASK $EAL WITH HIGHLY PLAUSIBLE ANDOR EXTENSIVE COMPETING INFORMATION %ITHER CONSTRUE THE MEANING OF NUANCED LANGUAGE OR DEMONSTRATE A FULL AND DETAILED UNDERSTANDING OF A TEXT #RITICALLY EVALUATE OR HYPOTHESISE DRAWING ON SPECIALISED KNOWLEDGE $EAL WITH CONCEPTS THAT ARE CONTRARY TO EXPECTATIONS AND DRAW ON A DEEP UNDERSTANDING OF LONG OR COMPLEX TEXTS ,OCATE ONE OR MORE PIECES OF INFORMATION EACH OF WHICH MAY BE REQUIRED TO MEET MULTIPLE CRITERIA $EAL WITH COMPETING INFORMATION )DENTIFY THE MAIN IDEA IN A TEXT UNDERSTAND RELATIONSHIPS FORM OR APPLY SIMPLE CATEGORIES OR CONSTRUE MEANING WITHIN A LIMITED PART OF THE TEXT WHEN THE INFORMATION IS NOT PROMINENT AND LOW LEVEL INFERENCES ARE REQUIRED -AKE A COMPARISON OR CONNECTIONS BETWEEN THE TEXT AND OUTSIDE KNOWLEDGE OR EXPLAIN A FEATURE OF THE TEXT BY DRAWING ON PERSONAL EXPERIENCE AND ATTITUDES ,OCATE AND IN SOME CASES RECOGNISE THE RELATIONSHIP BETWEEN PIECES OF INFORMATION EACH OF WHICH MAY NEED TO MEET MULTIPLE CRITERIA $EAL WITH PROMINENT COMPETING INFORMATION )NTEGRATE SEVERAL PARTS OF A TEXT IN ORDER TO IDENTIFYAMAINIDEA UNDERSTANDARELATIONSHIP ORCONSTRUETHEMEANINGOFAWORDORPHRASE #OMPARE CONTRASTORCATEGORISETAKINGMANY CRITERIA INTO ACCOUNT$EAL WITH COMPETING INFORMATION -AKE CONNECTIONS OR COMPARISONS GIVE EXPLANATIONS OR EVALUATE A FEATURE OF TEXT $EMONSTRATE A DETAILED UNDERSTANDING OF THE TEXT IN RELATION TO FAMILIAR EVERYDAY KNOWLEDGE OR DRAW ON LESS COMMON KNOWLEDGE ,OCATE AND POSSIBLY SEQUENCE OR COMBINE MULTIPLE PIECES OF EMBEDDED INFORMATION EACH OF WHICH MAY NEED TO MEET MULTIPLE CRITERIA IN A TEXT WITH UNFAMILIAR CONTEXT OR FORM )NFER WHICH INFORMATION IN THE TEXT IS RELEVANT TO THE TASK 5SE A HIGH LEVEL OF TEXT BASED INFERENCE TO UNDERSTAND AND APPLY CATEGORIES IN AN UNFAMILIAR CONTEXT AND TO CONSTRUE THE MEANING OF A SECTION OF TEXT BY TAKING INTO ACCOUNT THE TEXT AS A WHOLE $EAL WITH AMBIGUITIES IDEAS THAT ARE CONTRARY TO EXPECTATIONAND IDEAS THATARENEGATIVELY WORDED 5SE FORMAL OR PUBLIC KNOWLEDGE TO HYPOTHESISE ABOUT OR CRITICALLY EVALUATE A TEXT 3HOW ACCURATE UNDERSTANDING OF LONG OR COMPLEX TEXTS ,EVEL
  • 42.
    7 ÌÊ*-Êà œÜÃÊÌÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 %VEN A CURSORY GLANCE AT IGURE WILL REVEAL THAT AS MIGHT BE EXPECTED TASKS AT THE LOWER END OF EACH SCALE REQUIRE VERY DIFFERENT SKILLS FROM THOSE AT THE HIGHER END ! MORE CAREFUL ANALYSIS OF THE RANGE OF TASKS ALONG EACH READING LITERACY SCALE PROVIDES SOME INDICATION OF AN ORDERED SET OF KNOWL EDGE CONSTRUCTION SKILLS AND STRATEGIES OR EXAMPLE ALL TASKS ON THE RETRIEV ING INFORMATION SCALE REQUIRE STUDENTS TO LOCATE INFORMATION IN PROSE TEXTS OR OTHER FORMS OF WRITING 4HE EASIEST TASKS ON THIS SCALE REQUIRE STUDENTS TO LOCATE EXPLICITLY STATED INFORMATION ACCORDING TO A SINGLE CRITERION WHERE THERE IS LITTLE IF ANY COMPETING INFORMATION IN THE TEXT Y CONTRAST TASKS AT THE HIGH END OF THIS SCALE REQUIRE STUDENTS TO LOCATE AND SEQUENCE MULTIPLE PIECES OF DEEPLY EMBEDDED INFORMATION SOMETIMES IN ACCORDANCE WITH MULTIPLE CRITERIA /FTEN THERE IS COMPETING INFORMATION IN THE TEXT THAT SHARES SOME FEATURES WITH THE INFORMATION REQUIRED FOR THE ANSWER 3IMILARLY ON THE INTERPRETING SCALE AND THE REFLECTION AND EVALUATION SCALE TASKS AT THE LOWER END DIFFER FROM THOSE AT THE HIGHER END IN TERMS OF THE PROCESS NEEDED TO ANSWER THEM CORRECTLY THE DEGREE TO WHICH THE READING STRATEGIES REQUIRED FOR A CORRECT ANSWER ARE SIGNALLED IN THE QUESTION OR THE INSTRUCTIONS THE LEVEL OF COMPLEXITY AND FAMILIARITY OF THE TEXT AND THE QUANTITY OF COMPETING OR DISTRACTING INFORMATION PRESENT IN THE TEXT ! DESCRIPTION OF THE CONCEPTUAL FRAMEWORK UNDERLYING THE 0)3! ASSESSMENT OF READING LITERACY IS PROVIDED IN -EASURING 3TUDENT +NOWLEDGE AND 3KILLS n ! .EW RAMEWORK FOR !SSESSMENT /%#$ A 0ERCENTAGE OF STUDENTS PROFICIENT AT EACH LEVEL OF READING LITERACY )F STUDENTS PROFICIENCY IS DESCRIBED IN TERMS OF FIVE LEVELS OF READING LITERACY IT IS POSSIBLE EITHER TO INDICATE WHAT PROPORTION OF THEM ARE PROFICIENT AT A PARTICULAR LEVEL OR TO IDENTIFY THE PERCENTAGE THAT ARE PROFICIENT AT MOST AT THAT LEVEL AS PRESENTED IN 4ABLES A D n MEANING THAT IT IS THEIR HIGHEST LEVEL OF PROFICIENCY (OWEVER KNOWING THAT PER CENT OF STUDENTS IN ONE COUNTRY AND PER CENT IN ANOTHER ARE EXACTLY AT SAY ,EVEL IS NOT ESPECIALLY MEANINGFUL WITHOUT ALSO KNOWING THE PERCENTAGES AT THE OTHER LEVELS )T IS THEREFORE GENERALLY MORE USEFUL TO KNOW THE /ÃŽÃÊÌÊÌ iʏœÜiÀÊi˜`ÊœvÊ iV ÊœvÊÌ iÊÌ ÀiiÊÀi`ˆ˜}Ê ÃViÃÊÀiµÕˆÀiÊ`ˆÀiVÌʘ`Ê ÃÌÀˆ} ÌvœÀÜÀ`ÊÕÃiÊœvÊ ÌiÝÌ°Ê OX (OW TO READ IGURE )N THE SAME WAY THAT STUDENTS ARE ALLOCATED A PERFORMANCE SCORE ON EACH 0)3! SCALE THE LEVEL OF DIFFICULTY OF THE TASKS SET CAN ALSO BE EXPRESSED IN TERMS OF THESE SCALES7HILE STUDENTS RECEIVE SCALE SCORES ACCORDING TO THEIR PERFORMANCE IN THE ASSESSMENT TASKS THE DIFFICULTY OF A TASK IS DERIVED FROM THE AVERAGE PERFORMANCE IN THAT TASK OF STUDENTS IN ALL COUNTRIES OR EXAMPLE 1UESTION FROM THE 2EADING 5NIT 'RAFFITI SHOWN IN IGURE REQUIRES STUDENTS TO COMPARE CLAIMS MADE IN TWO SHORT TEXTS WITH THEIR OWN VIEWS AND ATTITUDES AND HAS A NOTIONAL LEVEL OF DIFFICULTY OF POINTS! STUDENT WITH A SCORE OF IS EXPECTED TO BE CAPABLE OF DEALING / iÊÀiÃՏÌÃÊvœÀÊÊ«œ«ÕÌˆœ˜Ê V˜ÊLiÊiÝ«ÀiÃÃi`ÊÃÊÌ iÊ «iÀVi˜Ì}iÊœvÊÃÌÕ`i˜ÌÃÊÜˆÌ ˆ˜Ê Ê«À̈VՏÀʏiÛiÊœÀÊÃÊÌ iÊ «iÀVi˜Ì}iÊÀiV ˆ˜}ÊÌʏiÃÌÊ Ê«À̈VՏÀʏiÛiÊ­Ì ÌʈÃ]ÊÌÊ Ì ÌʏiÛiÊœÀÊLœÛi®° ˆvvˆVՏÌÊÌÃŽÃÊÌÊÌ iÊÌœ«Ê i˜`ÃÊÀiµÕˆÀiÊ“œÀiÊ Vœ“«iÝÊÕÃiÊœvÊÌiÝÌʘ`ÊœvÊ Ì iʈ`iÃÊiÝ«ÀiÃÃi`ʈ˜ÊˆÌ°
  • 43.
    #(!04%2 Ê7ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ WITH TASKS UP TO THIS LEVEL OF DIFFICULTY4HAT DOES NOT MEAN THAT EVERY STUDENT RECEIVING A SCORE OF OR ABOVE WILL HAVE ANSWERED THIS ITEM CORRECTLY OR THAT ALL STUDENTS RECEIVING SCORES BELOW WILL HAVE ANSWERED IT INCORRECTLY .OR DOES IT MEAN THAT STUDENTS WITH A SCORE OF WILL ANSWER CORRECTLY ALL ITEMS WITH A NOTIONAL LEVEL OF DIFFICULTY BELOW THIS POINT AND WILL ANSWER INCORRECTLY ALL ITEMS WITH A LEVEL OF DIFFICULTY ABOVE IT4HE DIFFICULTY OF A TASK IS ESTABLISHED IN SUCH AS WAY THAT STUDENTS WITH A SCORE EQUAL TO THAT OF A GIVEN ITEM WILL HAVE A KNOWN PROBABILITY OF ANSWERING IT CORRECTLY 3TUDENTS WITH SCORES ABOVEBELOW POINTS WILL HAVE A GREATERSMALLER LIKELIHOOD OF ANSWERING THE ITEM TAKEN AS AN EXAMPLE HERE AND OTHERS LIKE IT CORRECTLY 3TUDENTS ANSWERS TO SOME OPEN ENDED QUESTIONS MAY BE PARTIALLY CORRECT IN WHICH CASE THEY RECEIVE A PARTIAL CREDIT CORRESPONDING TO A LOWER SCORE ON THE PROFICIENCY SCALE THAN THAT OF A FULLY CORRECT ANSWER '2!)4) )M SIMMERING WITH ANGER AS THE SCHOOL WALL IS CLEANED AND REPAINTED FOR THE FOURTH TIME TO GET RID OF GRAFFITI #REATIVITY IS ADMIRABLE BUT PEOPLE SHOULD FIND WAYS TO EXPRESS THEMSELVES THAT DO NOT INFLICT EXTRA COSTS UPON SOCIETY 7HYDOYOUSPOILTHEREPUTATIONOFYOUNGPEOPLE BY PAINTING GRAFFITI WHERE ITS FORBIDDEN 0ROFESSIONAL ARTISTS DO NOT HANG THEIR PAINTINGS IN THE STREETS DO THEY )NSTEAD THEY SEEK FUNDING AND GAIN FAME THROUGH LEGAL EXHIBITIONS )N MY OPINION BUILDINGS FENCES AND PARK BENCHES ARE WORKS OF ART IN THEMSELVES )TS REALLY PATHETIC TO SPOIL THIS ARCHITECTURE WITH GRAFFITI AND WHATS MORE THE METHOD DESTROYS THE OZONE LAYER 2EALLY ) CANT UNDERSTAND WHY THESE CRIMINAL ARTISTS BOTHER AS THEIR hARTISTIC WORKSv ARE JUST REMOVED FROM SIGHT OVER AND OVER AGAIN (ELGA 4HERE IS NO ACCOUNTING FOR TASTE 3OCIETY IS FULL OF COMMUNICATION AND ADVERTISING #OMPANY LOGOS SHOP NAMES ,ARGE INTRUSIVE POSTERS ON THE STREETS !RE THEY ACCEPTABLE 9ES MOSTLY )S GRAFFITI ACCEPTABLE 3OME PEOPLE SAY YES SOME NO 7HO PAYS THE PRICE FOR GRAFFITI7HO IS ULTIMATELY PAYING THE PRICE FOR ADVERTISEMENTS #ORRECT4HE CONSUMER (AVE THE PEOPLE WHO PUT UP BILLBOARDS ASKED YOUR PERMISSION .O3HOULD GRAFFITI PAINTERS DO SO THEN )SNT IT ALL JUST A QUESTION OF COMMUNICATION n YOUR OWN NAME THE NAMES OF GANGS AND LARGE WORKS OF ART IN THE STREET 4HINK ABOUT THE STRIPED AND CHEQUERED CLOTHES THAT APPEARED IN THE STORES A FEW YEARS AGO !ND SKI WEAR 4HE PATTERNS AND COLOURS WERE STOLEN DIRECTLY FROM THE FLOWERY CONCRETE WALLS )TS QUITE AMUSING THAT THESE PATTERNS AND COLOURS ARE ACCEPTED AND ADMIRED BUT THAT GRAFFITI IN THE SAME STYLE IS CONSIDERED DREADFUL 4IMES ARE HARD FOR ART 3OPHIA 4HESE TWO LETTERS COME FROM THE )NTERNET AND ARE ABOUT GRAFFITI 'RAFFITI IS ILLEGAL PAINTING AND WRITING ON WALLS AND ELSEWHERE2EFER TO THE LETTERS TO ANSWER THE QUESTIONS ˆ}ÕÀiÊÓ°Ó 3AMPLES OF THE READING TASKS USED IN 0)3!
  • 44.
    7 ÌÊ*-Êà œÜÃÊÌÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 ELOW ELOW ELOW ,%6%, 2ETRIEVING INFORMATION )NTERPRETING TEXTS ,%6%, 2EFLECTION AND EVALUATION ,%6%, 15%34)/. '2!)4) 4HE PURPOSE OF EACH OF THESE LETTERS IS TO ! %XPLAIN WHAT GRAFFITI IS 0RESENT AN OPINION ABOUT GRAFFITI # $EMONSTRATE THE POPULARITY OF GRAFFITI $4ELL PEOPLE HOW MUCH IS SPENT REMOVING GRAFFITI 15%34)/. '2!)4) 7E CAN TALK ABOUT WHAT A LETTER SAYS ITS CONTENT 7E CAN TALK ABOUT THE WAY A LETTER IS WRITTEN ITS STYLE 2EGARDLESS OF WHICH LETTER YOU AGREE WITH IN YOUR OPINION WHICH DO YOU THINK IS THE BETTER LETTER %XPLAIN YOUR ANSWER BY REFERRING TO THE WAY ONE OR BOTH LETTERS ARE WRITTEN 3CORE n PRESENTAN OPINION ABOUT GRAFFITI 3CORE n!NSWERS WHICH EXPLAIN OPINION WITH REFERENCE TO THE STYLE OR FORM OF ONE OR BOTH LETTERS4HEY SHOULD REFER TO CRITERIA SUCH AS STYLE OF WRITING STRUCTURE OF ARGUMENT COGENCY OF ARGUMENT TONE REGISTER USED OR STRATEGIES FOR PERSUADING READERS4ERMS LIKE BETTER ARGUMENTS MUST BE SUBSTANTIATED 4HIS TASK REQUIRES STUDENTS TO EVALUATE THE WRITERgSCRAFTBYCOMPARINGTWOSHORTLETTERS ON THE TOPIC OF GRAFFITI3TUDENTS NEED TO DRAW ON THEIR UNDERSTANDING OF WHAT CONSTITUTES GOOD STYLE IN WRITING 4HIS TASK REQUIRES STUDENTS TO COMPARE CLAIMS MADE IN TWO SHORT TEXTS WITH OWN VIEWS AND ATTITUDES 3TUDENTS ARE ALSO REQUIRED TO DEMONSTRATE BROAD UNDERSTANDING OF AT LEAST ONE OF THE TWO LETTERS 4HIS TASK REQUIRES STUDENTS TO IDENTIFY THE PURPOSE THAT TWO SHORT TEXTS HAVE IN COMMON BY COMPARING THE MAIN IDEAS IN EACH OF THEM 15%34)/. '2!)4) 7HY DOES 3OPHIA REFER TO ADVERTISING 3CORE n !NSWERS WHICH RECOGNISE THAT A COMPARISON IS BEING DRAWN BETWEEN GRAFFITI AND ADVERTISING AND ARE CONSISTENT WITH THE IDEA THAT ADVERTISING IS A LEGAL FORM OF GRAFFITI OR n !NSWERS WHICH RECOGNISE THAT REFERRING TO ADVERTISING IS A STRATEGY TO DEFEND GRAFFITI 15%34)/. '2!)4) 7HICH OF THE TWO LETTER WRITERS DO YOU AGREE WITH %XPLAIN YOUR ANSWER BY USING YOUR OWN WORDS TO REFER TO WHAT IS SAID IN ONE OR BOTH OF THE LETTERS 3CORE n!NSWERS WHICH EXPLAIN THE STUDENTgS POINT OF VIEW BY REFERRING TO THE CONTENT OF ONE OR BOTH LETTERS4HEY MAY REFER TO THE WRITERgS GENERAL POSITION IE FOR OR AGAINST OR TO A DETAIL OF HER ARGUMENT4HE INTERPRETATION OF THE WRITERgS ARGUMENT MUST BE PLAUSIBLE4HE EXPLANATION MAY TAKE THE FORM OF PARAPHRASE OF PART OF THE TEXT BUT MUST NOT BE WHOLLY OR LARGELY COPIED WITHOUT ALTERATION OR ADDITION 4HIS TASK REQUIRES STUDENTS TO INFER AN ANALOGICAL RELATIONSHIP BETWEEN TWO PHENOMENA IN THE TEXT 4HRESHOLDS BASED ON 20 SEE OX 3OURCE /%#$ 0)3!
  • 45.
    #(!04%2 Ê7ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ ,!/52 4HE TREE DIAGRAM BELOW SHOWS THE STRUCTURE OF A COUNTRYS LABOUR FORCE OR hWORKING AGE POPULATIONv4HE TOTAL POPULATION OF THE COUNTRY IN WAS ABOUT MILLION 4HE LABOUR FORCE STRUCTURE YEAR ENDED -ARCH S ˆ}ÕÀiÊÓ°ÓÊÊÊÊ­Vœ˜Ìˆ˜Õi`® 3AMPLES OF THE READING TASKS USED IN 0)3! .UMBERS OF PEOPLE ARE GIVEN IN THOUSANDS S 4HE WORKING AGE POPULATION IS DEFINED AS PEOPLE BETWEEN THE AGES OF AND 0EOPLE h.OT IN LABOUR FORCEv ARE THOSE NOT ACTIVELY SEEKING WORK ANDOR NOT AVAILABLE FOR WORK 3OURCE $ -ILLER ORM %CONOMICS %3! 0UBLICATIONS OX .EWMARKET !UCKLAND .: P 5SE THE INFORMATION ABOUT A COUNTRYS LABOUR FORCE TO ANSWER THE QUESTIONS 7ORKING AGE POPULATION .OT IN LABOUR FORCE )N LABOUR FORCE ULL TIME %MPLOYED 5NEMPLOYED 0ART TIME 3EEKING FULL TIME WORK .OT SEEKING FULL TIME WORK 3EEKING PART TIME WORK 3EEKING FULL TIME WORK
  • 46.
    7 ÌÊ*-Êà œÜÃÊÌÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 ELOW ELOW ELOW 3OURCE /%#$ 0)3! 4HRESHOLDS BASED ON 20 SEE OX ,%6%, 2ETRIEVING INFORMATION 2EFLECTION AND EVALUATION ,%6%, )NTERPRETING TEXTS ,%6%, 3CORE n ANSWERS CORRECT CHECKED BOXES 4HIS TASK REQUIRES STUDENTS TO ANALYSE AND MATCH SEVERAL DESCRIBED CASES TO LABOURFORCESTATUSCATEGORIESWHERESOME OFTHERELEVANTINFORMATIONISINFOOTNOTES AND THEREFORE NOT PROMINENT 15%34)/. ,!/52 (OW MANY PEOPLE OF WORKING AGE WERE NOT IN THE LABOUR FORCE 7RITE THE NUMBER OF PEOPLE NOT THE PERCENTAGE 3CORE n!NSWERS WHICH INDICATE THAT THE NUMBER IN THE TREE DIAGRAM!.$ THE S IN THE TITLEFOOTNOTE HAVE BEEN INTEGRATED !LLOW APPROXIMATIONS BETWEEN AND IN FIGURES OR WORDS!LSO ACCEPT OR ONE MILLION IN WORDS OR FIGURES WITH QUALIFIER 4HIS TASK REQUIRES STUDENTS TO LOCATE CORRECT NUMERICAL INFORMATION IN A TREE DIAGRAMANDCOMBINEITWITHCONDITIONAL INFORMATION GIVEN IN A FOOTNOTE 3CORE n $ )N THE LABOUR FORCE AND NOT IN THE LABOUR FORCE 15%34)/. ,!/52 7HATARETHETWOMAINGROUPSINTOWHICHTHE WORKING AGE POPULATION IS DIVIDED ! %MPLOYED AND UNEMPLOYED /F WORKING AGE AND NOT OF WORKING AGE # ULL TIME WORKERS AND PART TIME WORKERS $ )N THE LABOUR FORCE AND NOT IN THE LABOUR FORCE 4HIS TASK REQUIRES STUDENTS TO UNDERSTAND THE RELATIONSHIP OF INFORMATION PRESENTED IN A TREE DIAGRAM 4HIS TASK REQUIRES STUDENTS TO LOCATE CORRECT NUMERICAL INFORMATION IN THE TREE DIAGRAM !T THIS LEVEL CONDITIONAL INFORMATION IS NOT USED 3CORE n!NSWERS WHICH INDICATE THAT THE NUMBER IN THE TREE DIAGRAM HAS BEEN LOCATED BUT THAT THE S IN THE TITLEFOOTNOTE HAS NOT BEEN CORRECTLY INTEGRATED!NSWERS STATING IN WORDS OR FIGURES !LLOW APPROXIMATIONS COMPARABLE TO THOSE FOR 3CORE 3CORE n OR ANSWERS CORRECT 4HIS TASK REQUIRES STUDENTS TO ANALYSE ANDMATCHSOMEDESCRIBEDCASESTOLABOUR FORCESTATUSCATEGORIESWHERESOMEOFTHE RELEVANTINFORMATIONISINFOOTNOTESAND THEREFORE NOT PROMINENT 15%34)/. ,!/52 4HE INFORMATION ABOUT THE LABOUR FORCE STRUCTURE IS PRESENTED AS A TREE DIAGRAM BUT IT COULD HAVE BEEN PRESENTED IN A NUMBER OF OTHER WAYS SUCH AS A WRITTEN DESCRIPTION A PIE CHART A GRAPH OR A TABLE 4HE TREE DIAGRAM WAS PROBABLY CHOSEN BECAUSE IT IS ESPECIALLY USEFUL FOR SHOWING ! #HANGES OVER TIME 4HE SIZE OF THE COUNTRYgS TOTAL POPULATION # #ATEGORIES WITHIN EACH GROUP $ 4HE SIZE OF EACH GROUP 3CORE n #CATEGORIES WITHIN EACH GROUP 4HIS TASK REQUIRES STUDENTS TO EVALUATE THE FORMAL FEATURES OF A TREE DIAGRAM IN ORDER TO RECOGNISE THE APPROPRIATENESS OF ITS STRUCTURE FOR SHOWING CATEGORIES WITHIN GROUPS 15%34)/. ,!/52 3UPPOSE THAT INFORMATION ABOUT THE LABOUR FORCE WAS PRESENTED IN A TREE DIAGRAM LIKE THIS EVERY YEAR ,ISTED BELOW ARE FOUR FEATURES OF THE TREE DIAGRAM 3HOW WHETHER OR NOT YOU WOULD EXPECT THESE FEATURES TO CHANGE FROM YEAR TO YEAR BY CIRCLING EITHER #HANGE OR .O CHANGE 3CORE n ANSWERS CORRECT 4HIS TASK REQUIRES STUDENTS TO DRAW ON KNOWLEDGE OF THE FORM AND CONTENT OF A TREE DIAGRAM ABOUT THE LABOUR FORCE TO DISTINGUISH BETWEEN VARIABLES AND STRUCTURAL FEATURES 15%34)/. ,!/52 )N WHICH PART OF THE TREE DIAGRAM IF ANY WOULD EACH OF THE PEOPLE LISTED IN THE TABLE BELOW BE INCLUDED 3HOW YOUR ANSWER BY PLACING A CROSS IN THE CORRECT BOX IN THE TABLE 4HE FIRST ONE HAS BEEN DONE FOR YOU RED BOX h)N LABOUR FORCE EMPLOYEDv h)N LABOUR FORCE UNEMPLOYEDv h.OT IN LABOUR FORCEv .OT INCLUDED IN ANY CATEGORY ! PART TIME WAITER AGED ! BUSINESS WOMAN AGED WHO WORKS A SIXTY HOUR WEEK ! FULL TIME STUDENT AGED ! MAN AGED WHO RECENTLY SOLD HIS SHOP AND IS LOOKING FOR WORK ! WOMAN AGED WHO HAS NEVER WORKED OR WANTED TO WORK OUTSIDE THE HOME ! GRANDMOTHER AGED WHO STILL WORKS A FEW HOURS A DAY AT THE FAMILYS MARKET STALL EATURES OF TREE DIAGRAM !NSWER 4HE LABELS IN EACH BOX .O CHANGE EG )N LABOUR FORCE 4HE PERCENTAGES EG #HANGE 4HE NUMBERS EG #HANGE 4HEFOOTNOTESUNDERTHETREEDIAGRAM .O CHANGE
  • 47.
    #(!04%2 Ê7ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ 3CIENTIFIC 0OLICE 7EAPONS 2EFER TO THE MAGAZINE ARTICLE TO ANSWER THE QUESTIONS OF THESE HAIRS AND SOME OF THE SUSPECTS BLOOD CELLS )N THE NUCLEUS OF EACH CELL IN OUR BODIES THERE IS $.!7HAT IS IT $.! IS LIKE A NECKLACE MADE OF TWO TWISTED STRINGS OF PEARLS )MAGINE THAT THESE PEARLS COME IN FOUR DIFFERENT COLOURS AND THAT THOUSANDS OF COLOURED PEARLS WHICH MAKE UP A GENE ARE STRUNG IN A VERY SPECIFIC ORDER )N EACH INDIVIDUAL THIS ORDER IS EXACTLY THE SAME IN ALL THE CELLS IN THE BODY THOSE OF THE HAIR ROOTS AS WELL AS THOSE OF THE BIG TOE THOSE OF THE LIVER AND THOSE OF THE STOMACH OR BLOOD UT THE ORDER OF THE PEARLS VARIES FROM ONE PERSON TO ANOTHER 'IVEN THE NUMBER OF PEARLS STRUNG IN THIS WAY THERE IS VERY LITTLE CHANCE OF TWO PEOPLE HAVING THE SAME $.! WITH THE EXCEPTION OF IDENTICAL TWINS5NIQUE TO EACH INDIVIDUAL $.! IS THUS A SORT OF GENETIC IDENTITY CARD 'ENETICISTS ARE THEREFORE ABLE TO COMPARE THE SUSPECTS GENETIC IDENTITY CARD DETER MINED FROM HIS BLOOD WITH THAT OF THE PERSON WITH THE RED HAIR )F THE GENETIC CARD IS THE SAME THEY WILL KNOW THAT THE 'ENETIC WHAT $.! IS MADE UP OF A NUMBER OF GENES EACH CONSISTING OF THOUSANDS OF hPEARLSv4OGETHER THESE GENES FORM THE GENETIC IDENTITY CARD OF A PERSON -ICROSCOPE IN A POLICE LABORATORY SUSPECT DID IN FACT GO NEAR THE VICTIM HE SAID HED NEVER MET *UST ONE PIECE OF EVIDENCE -ORE AND MORE OFTEN IN CASES OF SEXUAL ASSAULT MURDER THEFT OR OTHER CRIMES THE POLICE ARE HAVING GENETIC ANALYSES DONE 7HY 4O TRY TO FIND EVIDENCE OF CONTACT BETWEEN TWO PEOPLE TWO OBJECTS OR A PERSON AND AN OBJECT 0ROVING SUCH CONTACT IS OFTEN VERY USEFUL TO THE INVESTIGATION UT IT DOES NOT NECESSARILY PROVIDE PROOF OF A CRIME )T IS JUST ONE PIECE OF EVIDENCE AMONGST MANY OTHERS !NNE 6ERSAILLES 7E ARE MADE UP OF BILLIONS OF CELLS %VERY LIVING THING IS MADE UP OF LOTS OF CELLS! CELL IS VERY SMALL INDEED)T CAN ALSO BE SAID TO BE MICROSCOPIC BECAUSE IT CAN ONLY BE SEEN USING A MICROSCOPE WHICH MAGNIFIES IT MANY TIMES %ACH CELL HAS AN OUTER MEMBRANE AND A NUCLEUS IN WHICH THE $.! IS FOUND !T THE CRIME SCENE INVESTIGATORSHAVEGATHEREDEVERY POSSIBLE SHRED OF EVIDENCE IMAGINABLEFIBRES FROM FABRICS HAIRS FINGER MARKS CIGARETTE ENDSx4HE FEW HAIRS FOUND ON THE VICTIMS JACKET ARE RED !ND THEY LOOK STRANGELY LIKE THE SUSPECTS)F IT COULD BE PROVED THAT THESE HAIRS ARE INDEED HIS THIS WOULD BE EVIDENCE THAT HE HAD IN FACT MET THE VICTIM %VERY INDIVIDUAL IS UNIQUE 3PECIALISTS SET TO WORK4HEY EXAMINE SOME CELLS AT THE ROOT ! MURDER HAS BEEN COMMITTED BUT THE SUSPECT DENIES EVERYTHING(ECLAIMS NOT TO KNOW THE VICTIM(E SAYS HE NEVER KNEW HIM NEVERWENTNEARHIM NEVER TOUCHED HIMx 4HE POLICE AND THE JUDGE ARE CONVINCED THAT HE IS NOT TELLING THE TRUTH UT HOW TO PROVE IT (OW IS THE GENETIC IDENTITY CARD REVEALED 4HE GENETICIST TAKES THE FEW CELLS FROM THE BASE OF THE HAIRS FOUND ON THE VICTIM OR FROM THE SALIVA LEFT ON A CIGARETTE END(E PUTS THEM INTO A PRODUCT WHICH DESTROYS EVERYTHING AROUND THE $.! OF THE CELLS (E THEN DOES THE SAME THING WITH SOME CELLS FROM THE SUSPECTS BLOOD4HE $.! IS THEN SPECIALLY PREPARED FOR ANALYSIS!FTER THIS IT IS PLACED IN A SPECIAL GEL AND AN ELECTRIC CURRENT IS PASSED THROUGH THE GEL !FTER A FEW HOURS THIS PRODUCES STRIPES SIMILAR TO A BAR CODE LIKE THE ONES ON THINGS WE BUY WHICH ARE VISIBLE UNDER A SPECIAL LAMP4HE BAR CODE OF THE SUSPECTS $.! IS THEN COMPARED WITH THAT OF THE HAIRS FOUND ON THE VICTIM ˆ}ÕÀiÊÓ°ÓÊÊÊÊ­Vœ˜Ìˆ˜Õi`® 3AMPLES OF THE READING TASKS USED IN 0)3!
  • 48.
    7 ÌÊ*-Êà œÜÃÊÌÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 ELOW ELOW ELOW 3OURCE /%#$ 0)3! 4HRESHOLDS BASED ON 20 SEE OX ,%6%, 2ETRIEVING INFORMATION )NTERPRETING TEXTS ,%6%, 2EFLECTION AND EVALUATION ,%6%, 4HIS TASK REQUIRES STUDENTS TO INTEGRATE INFORMATION FROM DIFFERENT PARAGRAPHS IN ORDER TO IDENTIFY THE MAIN IDEA OF A SCIENTIFIC MAGAZINE ARTICLE WRITTEN FOR YOUNG PEOPLE 15%34)/. 3#)%.4))# 0/,)#% 7%!0/.3 4O EXPLAIN THE STRUCTURE OF $.! THE AUTHOR TALKS ABOUT A PEARL NECKLACE(OW DO THESE PEARL NECKLACES VARY FROM ONE INDIVIDUAL TO ANOTHER !4HEY VARY IN LENGTH 4HE ORDER OF THE PEARLS IS DIFFERENT #4HE NUMBER OF NECKLACES IS DIFFERENT $4HE COLOUR OF THE PEARLS IS DIFFERENT 3CORE n 4HE ORDER OF THE PEARLS IS DIFFERENT 15%34)/. 3#)%.4))# 0/,)#% 7%!0/.3 4HE END OF THE INTRODUCTION THE FIRST SHADED SECTION SAYS UT HOW TO PROVE IT !CCORDING TO THE PASSAGE INVESTIGATORS TRY TO FIND AN ANSWER TO THIS QUESTION BY !)NTERROGATING WITNESSES #ARRYING OUT GENETIC ANALYSES #)NTERROGATING THE SUSPECT THOROUGHLY $'OING OVER ALL THE RESULTS OF THE INVESTIGATION AGAIN 3CORE n #ARRYING OUT GENETIC ANALYSES 4HIS TASK REQUIRES STUDENTS TO LOCATE INFORMATION IN A SCIENTIFIC MAGAZINE ARTICLE FOR YOUNG PEOPLE BY MAKING A SYNONYMOUS MATCH AMONG COMPETING INFORMATION 15%34)/. 3#)%.4))# 0/,)#% 7%!0/.3 7HAT IS THE PURPOSE OF THE BOX HEADED (OW IS THE GENETIC IDENTITY CARD REVEALED 4O EXPLAIN ! 7HAT $.! IS 7HAT A BAR SCORE IS # (OW CELLS ARE ANALYSED TO FIND THE PATTERN OF $.! $ (OW IT CAN BE PROVED THAT A CRIME HAS BEEN COMMITTED 3CORE n #(OW CELLS ARE ANALYSED TO FIND THE PATTERN OF $.! 15%34)/. 3#)%.4))# 0/,)#% 7%!0/.3 7HAT IS THE AUTHORgS MAIN AIM ! 4O WARN 4O AMUSE # 4O INFORM $ 4O CONVINCE 3CORE n #4O INFORM 4HIS TASK REQUIRES STUDENTS TO IDENTIFY THE WRITERgS GENERAL PURPOSE IN A SCIENTIFIC MAGAZINE ARTICLE WRITTEN FOR YOUNG PEOPLE 4HIS TASK REQUIRES STUDENTS TO RECOGNISE AN APPROPRIATE SUMMARY OF A CLEARLY IDENTIFIED PARAGRAPH IN A SCIENTIFIC MAGAZINE ARTICLE FOR YOUNG PEOPLE BY INTEGRATING INFORMATION FROM SEVERAL SENTENCES3OME COMPETING INFORMATION IS PRESENT
  • 49.
    #(!04%2 Ê7ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ PERCENTAGE WHO ARE AT MOST PROFICIENT AT A GIVEN LEVEL SINCE THIS INFORMATION INDICATES WHAT PROPORTION OF STUDENTS ARE ABLE TO COPE WITH CERTAIN DEMANDS OF EVERYDAY LIFE AND WORK OR THE PURPOSES OF ANALYSIS LATER IN THIS REPORT AND ELSEWHERE THE ATTRIBUTES OF GROUPS OF STUDENTS WHO PERFORM AT A CERTAIN LEVEL MAY NEVERTHELESS BE USEFUL IN ORDER TO EXPLORE THE LIMITS OF THEIR PROFICIENCY IGURE PRESENTS AN OVERALL PROFILE OF PROFICIENCY ON THE COMBINED READING LITERACY SCALE SEE ALSO4ABLE A THE LENGTH OF THE BARS SHOWING THE PERCENTAGE OF STUDENTS PROFICIENT AT EACH LEVEL 0ROFICIENCY AT ,EVEL ABOVE POINTS 3TUDENTS PROFICIENT AT ,EVEL ON THE COMBINED READING LITERACY SCALE ARE CAPABLE OF COMPLETING SOPHISTICATED READING TASKS SUCH AS MANAGING INFORMATION THAT IS DIFFICULT TO FIND IN UNFAMILIAR TEXTSSHOWING DETAILED UNDERSTANDING OF SUCH TEXTS AND INFERRING WHICH INFORMATION IN THE TEXT IS RELEVANT TO THE TASKAND BEING ABLE TO EVALUATE CRITICALLY AND BUILD HYPOTHESES DRAW ON SPECIALISED KNOWLEDGE AND ACCOMMODATE CONCEPTS THAT MAY BE CONTRARY TO EXPECTATIONS 3EE IGURE FOR A MORE DETAILED DESCRIPTION 3TUDENTS PERFORMING AT THE HIGHEST 0)3! PROFICIENCY LEVELS ARE LIKELY TO ENHANCE THEIR COUNTRYS POOL OF TALENT 4ODAYS PROPORTION OF STUDENTS PERFORMING AT THESE LEVELS MAY ALSO INFLUENCE THE CONTRIBUTION WHICH THAT COUNTRY WILL MAKE TO THE POOL OF TOMORROWS WORLD CLASS KNOWLEDGE WORKERS IN THE GLOBAL ECONOMY #OMPARING THE PROPORTIONS OF STUDENTS REACHING THE HIGHEST LEVEL OF READING PROFICIENCY IS THEREFORE OF RELEVANCE IN ITSELF )N THE COMBINED /%#$ AREA PER CENT OF THE STUDENTS IN 0)3! ARE PROFICIENT AT ,EVEL -ORE THAN PER CENT OF STUDENTS IN !USTRALIA #ANADA INLAND .EW :EALAND AND THE 5NITED +INGDOM REACH THIS LEVEL AND PER CENT OR MORE IN ELGIUM )RELAND AND THE 5NITED 3TATES BUT IT IS PER CENT OR LESS IN RAZIL 'REECE ,ATVIA ,UXEMBOURG -EXICO 0ORTUGAL THE 2USSIAN EDERATION AND 3PAIN 4ABLE A )T IS IMPORTANT TO KEEP IN MIND THAT THE PROPORTION OF STUDENTS PERFORMING AT ,EVEL IS INFLUENCED NOT ONLY BY THE OVERALL PERFORMANCE OF COUNTRIES IN READING LITERACY BUT ALSO BY THE VARIATION THAT EXISTS WITHIN COUNTRIES BETWEEN THE STUDENTS WITH THE HIGHEST AND THE LOWEST LEVELS OF PERFORMANCE7HILE THERE IS A GENERAL TENDENCY FOR COUNTRIES WITH A HIGHER PROPORTION OF STUDENTS SCORING AT ,EVEL TO HAVE FEWER STUDENTS AT ,EVEL AND BELOW THIS IS NOT ALWAYS THE CASE )N INLAND FOR EXAMPLE PER CENT OF STUDENTS REACH ,EVEL WHILE ONLY PER CENT ARE BELOW ,EVEL BUT ELGIUM AND THE 5NITED 3TATES FOR EXAMPLE WHICH ALSO HAVE HIGH PERCENTAGES REACHING ,EVEL HAVE RELATIVELY HIGH PROPORTIONS OF STUDENTS SCORING BELOW ,EVEL AS WELL AND PER CENT RESPECTIVELY Y CONTRAST IN +OREA ONE OF THE COUNTRIES THAT PERFORMS AT A VERY HIGH LEVEL IN ALL THREE DOMAINS IN 0)3! LESS THAN PER CENT OF STUDENTS REACH ,EVEL AND LESS THAN PER CENT SCORE BELOW ,EVEL -ÌÕ`i˜ÌÃÊÌÊiÛiÊxÊÀiÊ V«LiÊœvÊVœ“«ï˜}Ê Ãœ« ˆÃ̈VÌi`ÊÀi`ˆ˜}Ê ÌÃŽÃo oÜˆÌ ÊÃŽˆÃÊÌ ÌÊÀiÊ ÛˆÌÊˆ˜ÊŽ˜œÜi`}i‡LÃi`Ê iVœ˜œ“ˆið iÛiÊxÊVVœÕ˜ÌÃÊvœÀÊœÛiÀÊ £x¯ÊœvÊÃÌÕ`i˜ÌÃʈ˜ÊÃœ“iÊ VœÕ˜ÌÀˆiÃʘ`ÊÕ˜`iÀÊx¯Ê ˆ˜ÊœÌ iÀð œÕ˜ÌÀˆiÃÊÜˆÌ Ê“˜ÞÊ ÃÌÕ`i˜ÌÃÊÌÊiÛiÊxÊÀiÊ ˜œÌʏÜÞÃÊÌ œÃiÊÜˆÌ Ê Ì iÊӏiÃÌÊ«iÀVi˜Ì}iÊœvÊ ÃÌÕ`i˜ÌÃÊ«iÀvœÀ“ˆ˜}Ê«œœÀÞ°
  • 50.
    7 ÌÊ*-Êà œÜÃÊÌÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 %XAMINING THE THREE COMPONENTS OF THE COMBINED READING LITERACY SCALE SHOWS EVEN MORE VARIATION PARTICULARLY IN THOSE COUNTRIES WITH AN ABOVE AVERAGE PERCENTAGE OF STUDENTS PERFORMING AT ,EVEL ON THE COMBINED READING LITERACY SCALE )N INLAND FOR EXAMPLE PER CENT OF STUDENTS REACH ,EVEL ON THE RETRIEVING INFORMATION SCALE 4ABLE B BUT ONLY PER CENT REACH ,EVEL ON THE REFLECTION AND EVALUATION SCALE /%#$ AVERAGE PER CENT 4ABLE D ! SIMILAR PICTURE THOUGH LESS PRONOUNCED CAN BE OBSERVED IN !USTRALIA ELGIUM AND 3WEDEN Y CONTRAST #ANADA AND THE 5NITED +INGDOM SHOW HIGHER PERCENTAGES ON THE REFLECTION AND EVALUATION SCALE THAN ON THE RETRIEVING INFORMATION AND INTERPRETING SCALES SUGGESTING THAT HIGH OVERALL PERFORMANCE IN !T ,EVEL ˆ}ÕÀiÊÓ°Î 0ERCENTAGE OF STUDENTS PERFORMING AT EACH OF THE PROFICIENCY LEVELS ON THE COMBINED READING LITERACY SCALE 0ERCENTAGE OF STUDENTS 3OURCE /%#$ 0)3! DATABASE 4ABLE A INLAND +OREA #ANADA *APAN )RELAND .EW :EALAND !USTRALIA 5NITED +INGDOM 3WEDEN ELGIUM !USTRIA )CELAND .ORWAY RANCE 5NITED 3TATES $ENMARK 3WITZERLAND 3PAIN #ZECH 2EPUBLIC )TALY 'ERMANY 0OLAND (UNGARY 'REECE 0ORTUGAL ,UXEMBOURG -EXICO ,IECHTENSTEIN 2USSIAN EDERATION ,ATVIA RAZIL ELOW ,EVEL !T ,EVEL !T ,EVEL !T ,EVEL !T ,EVEL / iÊ«iÀVi˜Ì}iÊœvÊ ÃÌÕ`i˜ÌÃÊÌÊiÛiÊxÊÛÀˆiÃÊ ˆ˜ÊÌ iÊ`ˆvviÀi˜ÌÊëiVÌÃÊ œvÊÀi`ˆ˜}°
  • 51.
    #(!04%2 Ê7ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ THESE COUNTRIES IS ACHIEVED IN PART BY STRONG PERFORMANCE IN TASKS THAT REQUIRE STUDENTS TO ENGAGE IN CRITICAL EVALUATION TO USE HYPOTHESES AND TO RELATE TEXTS TO THEIR OWN EXPERIENCE KNOWLEDGE AND IDEAS 4ABLES B C AND D !MONG THE COUNTRIES WITH THE LOWEST PERCENTAGE OF STUDENTS REACHING ,EVEL ON THE COMBINED READING LITERACY SCALE ONLY PER CENT OF STUDENTS IN 'REECE REACH ,EVEL ON THE RETRIEVING INFORMATION AND INTERPRETING SCALES BUT THREE TIMES THAT PROPORTION PER CENT /%#$ AVERAGE IS PER CENT REACH ,EVEL ON THE REFLECTION AND EVALUATION SCALE 4ABLES B AND D 0ROFICIENCY AT ,EVEL FROM TO POINTS 3TUDENTS PROFICIENT AT ,EVEL ON THE COMBINED READING LITERACY SCALE ARE CAPABLE OF DIFFICULT READING TASKS SUCH AS LOCATING EMBEDDED INFORMATION CONSTRUING MEANING FROM NUANCES OF LANGUAGE AND CRITICALLY EVALUATING A TEXT SEE IGURE FOR A DETAILED DESCRIPTION )N THE COMBINED /%#$ AREA PER CENT OF STUDENTS ARE PROFICIENT AT ,EVEL AND BEYOND THAT IS AT ,EVELS AND 4ABLE A (ALF OF THE STUDENTS IN INLAND AND PER CENT OR MORE OF THOSE IN !USTRALIA #ANADA )RELAND .EW :EALAND AND THE 5NITED +INGDOM ATTAIN AT LEAST ,EVEL 7ITH THE EXCEPTION OF ,UXEMBOURG AND -EXICO AT LEAST ONE IN FIVE STUDENTS IN EACH /%#$ COUNTRY REACHES AT LEAST ,EVEL )N RAZIL THE COUNTRY WITH THE LOWEST PERFORMANCE IN READING LITERACY OVERALL ONLY PER CENT OF STUDENTS SCORE AT ,EVEL OR ABOVE !T ,EVEL THE DIFFERENCES IN PERFORMANCE BETWEEN THE THREE READING LITERACY SCALES TEND TO BE SMALLER THAN AT ,EVEL )N RAZIL HOWEVER THE PROPORTION OF STUDENTS AT LEAST AT ,EVEL ON THE REFLECTION AND EVALUATION SCALE IS MORE THAN TWICE THE PROPORTION OF STUDENTS AT THAT LEVEL ON THE RETRIEVING INFORMATION SCALE PER CENT AND PER CENT RESPECTIVELY 4ABLES B D )N 'REECE -EXICO 0ORTUGAL AND 3PAIN THE GAP IS PERCENTAGE POINTS OR MORE4HE REVERSE IS TRUE IN ELGIUM INLAND RANCE AND ,IECHTENSTEIN 0ROFICIENCY AT ,EVEL FROM TO POINTS 3TUDENTS PROFICIENT AT ,EVEL ON THE COMBINED READING LITERACY SCALE ARE CAPABLE OF READING TASKS OF MODERATE COMPLEXITY SUCH AS LOCATING MULTIPLE PIECES OF INFORMATION MAKING LINKS BETWEEN DIFFERENT PARTS OF A TEXT AND RELATING IT TO FAMILIAR EVERYDAY KNOWLEDGE SEE IGURE FOR A DETAILED DESCRIPTION )N THE COMBINED /%#$ AREA PER CENT OF STUDENTS ARE PROFICIENT AT LEAST AT ,EVEL THAT IS AT ,EVELS OR ON THE COMBINED READING LITERACY SCALE 4ABLE A )N NINE OUT OF /%#$ COUNTRIES BETWEEN TWO THIRDS AND PER CENT OF YEAR OLD STUDENTS ARE PROFICIENT AT LEAST AT ,EVEL 4O WHAT EXTENT IS THE PATTERN OF PROFICIENCY SIMILAR ACROSS COUNTRIES4O EXAMINE THIS CONSIDER THE NINE COUNTRIES THAT HAVE BETWEEN TWO THIRDS AND JUST OVER THREE QUARTERS OF STUDENTS AT ,EVEL OR ABOVE 4HESE ARE IN ORDER INLAND +OREA #ANADA *APAN )RELAND .EW :EALAND !USTRALIA THE 5NITED +INGDOM AND 3WEDEN (OW DO THESE COUNTRIES DO IN OTHER RESPECTS )N ONE COUNTRY /ÃŽÃÊÌÊiÛiÊ{ÊÀiÊÃ̈Ê Vœ“«iÝʘ`Ê`ˆvvˆVՏÌ]Ê ˜`ÊV˜ÊLiÊVœÀÀiV̏ÞÊ ˜ÃÜiÀi`ÊLÞÊLœÕÌÊÊ Ì ˆÀ`ÊœvʏÊÃÌÕ`i˜ÌÃo oÜˆÌ ÊviÜiÀÊ`ˆvviÀi˜ViÃÊ LiÌÜii˜Ê«iÀvœÀ“˜ViÊœ˜Ê Ì iÊÌ ÀiiÊëiVÌÃÊœvÊ Ài`ˆ˜}° / Àiiʈ˜ÊvˆÛiÊÃÌÕ`i˜ÌÃÊ V˜Ê«iÀvœÀ“ÊÀi`ˆ˜}Ê ÌÃŽÃÊœvÊ“œ`iÀÌiÊ Vœ“«i݈ÌÞÆʈ˜Êˆ˜˜`Ê Õ«ÊÌœÊvœÕÀʈ˜ÊvˆÛio oLÕÌÊVœÕ˜ÌÀˆiÃÊÜ iÀiÊ “œÃÌÊÃÌÕ`i˜ÌÃÊÀiÊÌʏiÃÌÊ ÌÊiÛiÊÎÊ`ˆvviÀʈ˜ÊœÌ iÀÊ ÀiëiVÌðÊ
  • 52.
    7 ÌÊ*-Êà œÜÃÊÌÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 INLAND RELATIVELY LARGE PROPORTIONS OF STUDENTS ARE ALSO HIGHLY LITERATE PER CENT PERFORMING AT ,EVEL COMPARED WITH THE /%#$ AVERAGE OF PER CENT AND A RELATIVELY LARGE NUMBER ARE ABOVE THE MOST BASIC LEVEL ONLY PER CENT IN INLAND ARE AT ,EVEL OR BELOW INLAND THUS SHOWS STRONG RESULTS ON THE COMBINED READING LITERACY SCALE )N A FURTHER FIVE COUNTRIES !USTRALIA #ANADA )RELAND .EW :EALAND AND THE 5NITED +INGDOM THERE ARE LARGE NUMBERS AT THE HIGHEST LEVEL BETWEEN AND PER CENT BUT THE PERCENTAGE WITH PERFORMANCE AT OR BELOW ,EVEL IS HIGHER THAN IN INLAND BETWEEN AND PER CENT /%#$ AVERAGE IS PER CENT 4HESE COUNTRIES PERFORM WELL IN GETTING STUDENTS TO THE HIGHEST LEVEL OF PROFICIENCY BUT SUCCEED LESS WELL IN REDUCING THE PROPORTION WITH LOW SKILLS)N .EW :EALAND MORE STUDENTS THAN IN ANY OTHER COUNTRY ARE PROFICIENT AT ,EVEL PER CENT BUT A RELATIVELY HIGH NUMBER PER CENT PERFORM ONLY AT OR BELOW ,EVEL 4HE RESULTS FOR +OREA SHOW THAT LOW DISPARITIES IN LITERACY SKILLS AT A RELATIVELY HIGH LEVEL ARE AN ATTAINABLE GOAL THREE QUARTERS OF ITS STUDENTS ARE PROFICIENT AT LEAST AT ,EVEL AND ONLY PER CENT ARE AT OR BELOW ,EVEL ,IKE +OREA *APAN HAS LARGE NUMBERSOFSTUDENTSWITHATLEAST,EVELLITERACYBUTRELATIVELYFEWATEITHERTHEHIGH EST OR LOWEST LEVELSINALLY IN 3WEDEN TWO THIRDS OF STUDENTS ARE AT LEAST AT ,EVEL BUT THE NUMBERS WITH HIGH AND LOW LEVELS OF LITERACY ARE CLOSER TO THE AVERAGE 0ROFICIENCY AT ,EVEL FROM TO POINTS 3TUDENTS PROFICIENT AT ,EVEL ARE CAPABLE OF BASIC READING TASKS SUCH AS LOCATING STRAIGHTFORWARD INFORMATION MAKING LOW LEVEL INFERENCES OF VARIOUS TYPES WORKING OUT WHAT A WELL DEFINED PART OF A TEXT MEANS AND USING SOME OUTSIDE KNOWLEDGE TO UNDERSTAND IT SEE IGURE FOR A DETAILED DESCRIPTION )N THE COMBINED /%#$ AREA PER CENT OF STUDENTS ARE PROFICIENT AT ,EVEL OR ABOVE ON THE COMBINED READING LITERACY SCALE )N EVERY /%#$ COUNTRY AT LEAST HALF OF ALL STUDENTS ARE AT ,EVEL OR ABOVE 4ABLE A )N 3PAIN ONLY PER CENT OF STUDENTS REACH ,EVEL BUT AN ABOVE AVERAGE PER CENT REACH AT LEAST ,EVEL 4ABLE A )T IS INTERESTING TO CONTRAST 3PAINS PERFORMANCE WITH .EW :EALANDS SIMILAR PROPORTIONS OF STUDENTS ARE AT LEAST AT ,EVEL AND PER CENT RESPECTIVELY BUT THE PROPORTION IN .EW :EALAND AT ,EVEL IS ALMOST FIVE TIMES HIGHER THAN THAT IN 3PAIN Y CONTRAST IN 3PAIN A PARTICULARLY LARGE PROPORTION OF STUDENTS PER CENT HAVE ,EVEL AS THEIR HIGHEST PROFICIENCY LEVEL 0ROFICIENCY AT ,EVEL FROM TO POINTS OR BELOW LESS THAN POINTS 2EADING LITERACY AS DEFINED IN 0)3! FOCUSES ON THE KNOWLEDGE AND SKILLS REQUIRED TO APPLY hREADING FOR LEARNINGv RATHER THAN ON THE TECHNICAL SKILLS ACQUIRED IN hLEARNING TO READv3INCE COMPARATIVELY FEW YOUNG ADULTS IN /%#$ COUNTRIES HAVE NOT ACQUIRED TECHNICAL READING SKILLS 0)3! DOES NOT THEREFORE SEEK TO MEASURE -œ“iÊVœÕ˜ÌÀˆiÃÊÜˆÌ Ê “˜ÞÊÃÌÀœ˜}ÊÀi`iÀÃÊÃœÊ ÛiʵՈÌiÊÊviÜÊÜiŽÊ œ˜iÃo oÜ ˆiʈ˜ÊœÌ iÀÃÊÌ iÊ }ÀiÌÊ“œÀˆÌÞÊÀiÊ“œÀiÊ œ“œ}i˜iœÕð œÀiÊÌ ˜ÊvœÕÀʈ˜ÊvˆÛiÊ ÃÌÕ`i˜ÌÃÊœÛiÀ]ʘ`Ê ˜œÜ iÀiÊviÜiÀÊÌ ˜Ê v]Ê V˜Ê«iÀvœÀ“ÊLÈVÊ Ài`ˆ˜}ÊÌÎð / iÊÈ“«iÃÌÊÌÃŽÃʈ˜Ê *-ÊÀiµÕˆÀiÊÃÌÕ`i˜ÌÃÊÌœÊ `œÊ“œÀiÊÌ ˜ÊÕÃÌÊÀi`Ê ÜœÀ`ÃÊvÕi˜ÌÞo
  • 53.
    #(!04%2 Ê7ÌÊ*-Êà œÜÃÊÌ ÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ SUCH THINGS AS THE EXTENT TO WHICH YEAR OLD STUDENTS ARE FLUENT READERS OR HOW WELL THEY SPELL OR RECOGNISE WORDS )N LINE WITH MOST CONTEMPORARY VIEWS ABOUT READING LITERACY 0)3! FOCUSES ON MEASURING THE EXTENT TO WHICH INDIVIDUALS ARE ABLE TO CONSTRUCT EXPAND AND REFLECT ON THE MEANING OF WHAT THEY HAVE READ IN A WIDE RANGE OF TEXTS COMMON BOTH WITHIN AND BEYOND SCHOOL4HE SIMPLEST READING TASKS THAT CAN STILL BE ASSOCIATED WITH THIS NOTION OF READING LITERACY ARE THOSE AT ,EVEL 3TUDENTS PROFICIENT AT THIS LEVEL ARE CAPABLE OF COMPLETING ONLY THE LEAST COMPLEX READING TASKS DEVELOPED FOR 0)3! SUCH AS LOCATING A SINGLE PIECE OF INFOR MATION IDENTIFYING THE MAIN THEME OF A TEXT OR MAKING A SIMPLE CONNECTION WITH EVERYDAY KNOWLEDGE SEE IGURE FOR A DETAILED DESCRIPTION 3TUDENTS PERFORMING BELOW POINTS IE BELOW ,EVEL ARE NOT CAPABLE OF THE MOST BASIC TYPE OF READING THAT 0)3! SEEKS TO MEASURE4HIS DOES NOT MEAN THAT THEY HAVE NO LITERACY SKILLS )N FACT MOST OF THESE STUDENTS CAN PROBABLY READ IN A TECHNICAL SENSE AND THE MAJORITY OF THEM PER CENT ON AVERAGE ACROSS /%#$ COUNTRIES ARE ABLE TO SOLVE SUCCESSFULLY AT LEAST PER CENT OF THE NON MULTIPLE CHOICE READING TASKS IN 0)3! AND PER CENT A QUARTER OF THEM .ONETHELESS THEIR PATTERN OF ANSWERS IN THE ASSESSMENT IS SUCH THAT THEY WOULD BE EXPECTED TO SOLVE FEWER THAN HALF OF THE TASKS IN A TEST MADE UP OF ITEMS DRAWN SOLELY FROM ,EVEL AND THEREFORE PERFORM BELOW ,EVEL 3UCH STUDENTS HAVE SERIOUS DIFFICULTIES IN USING READING LITERACY AS AN EFFECTIVE TOOL TO ADVANCE AND EXTEND THEIR KNOWLEDGE AND SKILLS IN OTHER AREAS 3TUDENTS WITH LITERACY SKILLS BELOW ,EVEL MAY THEREFORE BE AT RISK NOT ONLY OF DIFFICULTIES IN THEIR INITIAL TRANSITION FROM EDUCATION TO WORK BUT ALSO OF FAILURE TO BENEFIT FROM FURTHER EDUCATION AND LEARNING OPPORTUNITIES THROUGHOUT LIFE %DUCATION SYSTEMS WITH LARGE PROPORTIONS OF STUDENTS PERFORMING BELOW OR EVEN AT ,EVEL SHOULD BE CONCERNED THAT SIGNIFICANT NUMBERS OF THEIR STUDENTS MAY NOT BE ACQUIRING THE NECESSARY LITERACY KNOWLEDGE AND SKILLS TO BENEFIT SUFFICIENTLY FROM THEIR EDUCATIONAL OPPORTUNITIES 4HIS SITUATION IS EVEN MORE TROUBLESOME IN LIGHT OF THE EXTENSIVE EVIDENCE SUGGESTING THAT IT IS DIFFICULT IN LATER LIFE TO COMPENSATE FOR LEARNING GAPS IN INITIAL EDUCATION /%#$ DATA SUGGEST INDEED THAT JOB RELATED CONTINUING EDUCATION AND TRAINING OFTEN REINFORCE THE SKILL DIFFERENCES WITH WHICH INDIVIDUALS LEAVE INITIAL EDUCATION /%#$ !DULT LITERACY SKILLS AND PARTICIPATION IN CONTINUING EDUCATION AND TRAINING ARE STRONGLY RELATED EVEN AFTER CONTROLLING FOR OTHER CHARACTERISTICS AFFECTING PARTICIPATION IN TRAINING ,ITERACY SKILLS AND CONTINUING EDUCATION AND TRAINING APPEAR TO BE MUTUALLY REINFORCING WITH THE RESULT THAT TRAINING IS LEAST COMMONLY PURSUED BY THOSE ADULTS WHO NEED IT MOST )N THE COMBINED /%#$ AREA PER CENT OF STUDENTS PERFORM AT ,EVEL AND PER CENT BELOW ,EVEL BUT THERE ARE WIDE DIFFERENCES BETWEEN COUNTRIES )N INLAND AND +OREA ONLY AROUND PER CENT OF STUDENTS PERFORM AT ,EVEL AND LESS THAN PER CENT BELOW IT BUT THESE COUNTRIES ARE EXCEPTIONS )N ALL OTHER /%#$ COUNTRIES BETWEEN AND PER CENT OF STUDENTS PERFORM AT OR BELOW ,EVEL 4ABLE A /VER PER CENT AND IN HALF OF THE /%#$ COUNTRIES OVER PER CENT PERFORM BELOW ,EVEL oÃœÊÌ ÌÊÃÌÕ`i˜ÌÃÊLiœÜÊ iÛiÊ£Ê“ÞÊ ÛiÊÌ iÊ ÌiV ˜ˆVÊV«VˆÌÞÊÌœÊ Ài`]ÊÌ œÕ} ÊÌ iÞÊ“ÞÊ vViÊÃiÀˆœÕÃÊ`ˆvvˆVՏ̈iÃÊ ˆ˜ÊvÕÌÕÀiʏˆvio o˜`]ʏœ˜}ÊÜˆÌ ÊÌ œÃiÊ ÌÊiÛiÊ£]Ê“ÞʘœÌÊ VµÕˆÀiÊÌ iʘiViÃÃÀÞÊ ˆÌiÀVÞÊÃŽˆÃÊÌœÊ ÃÕvvˆVˆi˜ÌÞÊLi˜ivˆÌÊvÀœ“Ê i`ÕV̈œ˜Êœ««œÀÌÕ˜ˆÌˆið / iÊ«iÀVi˜Ì}iÊœvÊ ÃÌÕ`i˜ÌÃÊÌÊœÀÊLiœÜÊ iÛiÊ£ÊÛÀˆiÃÊ܈`iÞ]Ê vÀœ“ÊÊviÜÊ«iÀÊVi˜ÌÊÌœÊ ˜iÀÞÊ vo
  • 54.
    7 ÌÊ*-Êà œÜÃÊÌÌÊ£x‡ÞiÀ‡œ`ÃÊV˜Ê`œÊÊ«ÀœwiÊœvÊÃÌÕ`i˜ÌÊ«iÀvœÀ“˜Viʈ˜ÊÀi`ˆ˜}ʏˆÌiÀVÞ #(!04%2 4HE COUNTRIES WITH PER CENT OR MORE OF STUDENTS AT ,EVEL OR BELOW ARE IN ORDER RAZIL -EXICO ,UXEMBOURG ,ATVIA THE 2USSIAN EDERATION 0ORTUGAL 'REECE 0OLAND (UNGARY 'ERMANY ,IECHTENSTEINAND3WITZERLAND)NRAZIL -EXICO ,UXEMBOURG ,ATVIA 0ORTUGAL AND 'ERMANY BETWEEN CLOSE TO AND PER CENT OF STUDENTS DO NOT REACH ,EVEL IE ARE UNABLE ROUTINELY TO SHOW THE MOST BASIC SKILLS THAT 0)3! SEEKS TO MEASURE4HIS IS MOST REMARKABLE IN THE CASE OF 'ERMANY WHICH HAS THE RELATIVELY HIGH FIGURE OF PER CENT OF ITS STUDENTS PERFORMING AT ,EVEL 3TUDENTS AT ,EVEL AND BELOW ARE NOT A RANDOM GROUP !LTHOUGH THE SPECIFIC CHARACTERISTICS OF THESE STUDENTS CAN BEST BE EXAMINED IN THE NATIONAL CONTEXT SOME COMMONALITIES ARE APPARENT IN VIRTUALLY ALL COUNTRIES THE MAJORITY OF THESE STUDENTS ARE MALE SEE 4ABLE A AND MANY OF THEM COME FROM DISADVANTAGED BACKGROUNDS )N ADDITION IN MANY COUNTRIES A COMPARATIVELY HIGH PROPORTION OF STUDENTS AT ,EVEL OR BELOW ARE FOREIGN BORN OR HAVE FOREIGN BORN PARENTS )N 'ERMANY AND ,UXEMBOURG TWO OF THE FOUR COUNTRIES WITH THE HIGHEST PROPORTION OF STUDENTS PERFORMING AT OR BELOW ,EVEL MORE THAN AND PER CENT OF THESE STUDENTS RESPECTIVELY ARE FOREIGN BORN WHEREAS AMONG THE STUDENTS PERFORMING ABOVE ,EVEL THE CORRESPONDING FIGURE IS ONLY AND PER CENT RESPECTIVELY ! MORE SYSTEMATIC ANALYSIS OF GENDER DIFFERENCES AMONG THE STUDENTS WITH THE LOWEST LEVEL OF PERFORMANCE FOLLOWS IN #HAPTER THE BACKGROUND CHARACTERISTICS OF STUDENTS WITH PARTICULARLY LOW OR HIGH LEVELS OF PERFORMANCE ARE ANALYSED IN #HAPTERS AND !S AT THE HIGHER END OF THE PROFICIENCY SCALE STUDENT PERFORMANCE AT OR BELOW ,EVEL SHOWS SUBSTANTIAL DIFFERENCES BETWEEN THE THREE READING LITERACY SCALES )N 'REECE -EXICO 0ORTUGAL AND 3PAIN THE WEAKNESSES IN STUDENT PERFORMANCE ARE GREATEST ON THE RETRIEVING INFORMATION SCALE THE PROPORTION OF STUDENTS AT OR BELOW ,EVEL BEING BETWEEN AND PERCENTAGE POINTS HIGHER THAN ON THE REFLEC TION AND EVALUATION SCALE #ONVERSELY IN RANCE 'ERMANY AND 3WITZERLAND THE PROPORTION OF STUDENTS AT OR BELOW ,EVEL IS AT LEAST PERCENTAGE POINTS LOWER ON THE RETRIEVING INFORMATION SCALE THAN ON THE REFLECTION AND EVALUATION SCALE )N RAZIL MORE THAN HALF OF THE STUDENTS DO NOT REACH BEYOND ,EVEL ON THE COMBINED READING LITERACY SCALE /N THE RETRIEVING INFORMATION SCALE MORE THAN TWO THIRDS OF STUDENTS IN RAZIL FAIL TO GO BEYOND ,EVEL BUT ONLY PER CENT ON THE REFLECTION AND EVALUATION SCALE 4ABLES B D %XPECTATIONS OF STUDENT PERFORMANCE )N ANY COMPARISON OF SUCH DATA BETWEEN COUNTRIES IT MUST BE BORNE IN MIND THAT EDUCATION SYSTEMS OPERATE UNDER A VARIETY OF ECONOMIC CONDITIONS AND THAT TEACHERS SCHOOLS AND SOCIETY IN GENERAL MAY HAVE DIFFERING EXPECTATIONS OF THE PERFORMANCE OF THEIR STUDENTS 3CHOOL REPORTS ARE A COMMON MEANS OF INFORMING STUDENTS AND PARENTS ABOUT THE EXTENT TO WHICH STUDENTS ARE MEETING THE EXPECTATIONS OF THEIR TEACHERS AND SCHOOLS !LTHOUGH ASSESSMENT PRACTICES VARY WIDELY BETWEEN COUNTRIES THE SCALES THAT TEACHERS USE OFTEN INCLUDE A hPASSFAILv THRESHOLD THAT INDICATES WHETHER THE PERFORMANCE THAT STUDENTS DEMONSTRATE IN VARIOUS SCHOOL SUBJECTS IS CONSIDERED ACCEPTABLE (OW o˜`]ʈ˜ÊÃœ“iÊ VœÕ˜ÌÀˆiÃ]ÊÊVœ˜Ãˆ`iÀLiÊ “ˆ˜œÀˆÌÞÊ`œÊ˜œÌÊiÛi˜Ê ÀiV ÊiÛiÊ£° / iÊ“œÀˆÌÞÊœvÊÌ iÊ ÃÌÕ`i˜ÌÃÊÌÊiÛiÊ£ÊÀiÊ “iÃ]ÊvÀœ“Ê `ˆÃ`Û˜Ì}i`Ê LVŽ}ÀœÕ˜`ÃÊœÀÊÜˆÌ Ê vœÀiˆ}˜‡LœÀ˜Ê«Ài˜ÌÃ]Ê iëiVˆÞʈ˜ÊÃœ“iÊ VœÕ˜ÌÀˆiÃÊÜˆÌ Ê“˜ÞÊ ÜiŽÊ«iÀvœÀ“iÀð `ÕV̈œ˜ÊÃÞÃÌi“ÃÊÛÀÞÊ ˆ˜ÊÌ iÊiÝ«iVÌ̈œ˜ÃÊÌ iÞÊ ÛiÊœvÊÌ iˆÀÊÃÌÕ`i˜ÌÃo
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