Però sempre ens preguntem: ¿Per què fa aquesta gran operació l'OECD i no l'UNESCO que és l'organisme d'educació, ciència i cultura?
PISA 2009 Results: What Students Know and Can Do: Student Performance in Reading, Mathematics and Science (Volume I)
PISA 2009 Results
PISA 2009 Results presents the findings from the most recent PISA survey, which focused on reading and also assessed mathematics and science performance. The report comprises six volumes:
Volume I, What Students Know and Can Do: Student Performance in Reading, Mathematics and Science, compares the knowledge and skills of students across countries. Download the PDF e-book.
Volume II, Overcoming Social Background: Equity in Learning Opportunities and Outcomes, looks at how successful education systems moderate the impact of social background and immigrant status on student and school performance. Download the PDF e-book.
Volume III, Learning to Learn: Student Engagement, Strategies and Practices, examines 15-year-olds’ motivation, their engagement with reading and their use of effective learning strategies. Download the PDF e-book. Còpia del volum
Volume IV, What Makes a School Successful? Resources, Policies and Practices, examines how human, financial and material resources, and education policies and practices shape learning outcomes. Download the PDF e-book.
Volume V, Learning Trends: Changes in Student Performance Since 2000, looks at the progress countries have made in raising student performance and improving equity in the distribution of learning opportunities. Download the PDF e-book.
- Chapter 1: PISA 2009 Reading Framework
- Chapter 2: PISA 2009 Mathematics Framework
- Chapter 3: PISA 2009 Science Framework
- Chapter 4: PISA 2009 Questionnaire Framework
- Annex A1: Print reading sample tasks
- Annex A2: Electronic reading sample tasks
- Annex B: Background questionnaires
- Annex C: PISA expert groups
Volume VI, Students on Line: Reading and Using Digital Information, explores students’ use of information technologies to learn (forthcoming - June 2011)
PISA 2009 marks the beginning of the second cycle of surveys, with an assessment in mathematics scheduled for 2012 and one in science for 2015.
Explicacions que són clares per a la nostra realitat. Les pensàvem i una recerca com la de PISA ben aplicada ens ho confirma: poca eficàcia de les repeticions de curs, l'autonomia pedagògica necessària, bona disciplina i millors relacions professors-alumnes, escoles públiques o privades no aporten diferències respecte a la situació familiar, autonomia local amb compte de resultats evidencien millora de nivell.
• Countries where students repeat grades more often tend to have worse results overall, with the widest gaps between children from poor and better-off families. Making students repeat years is most common in Belgium, France, Luxembourg, Portugal and Spain.
• High performing systems allow schools to design curricula and establish assessment policies but don’t necessarily allow competition for students.
• Schools with good discipline and better student-teacher relations achieve better reading results.
• Public and private schools achieve similar results, after taking account of their home backgrounds.
• Combining local autonomy and effective accountability seems to produce the best results.