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PI S A

Programme for International Student Assessment

PISA 2015 Results

POLICIES AND PRACTICES FOR SUCCESSFUL SCHOOLS

VOLUME II

PISA 2015 Results

(Volume II)

POLICIES AND PRACTICES

FORSUCCESSFULSCHOOLS

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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO (CC BY-NC-SA 3.0 IGO). For specic

information regarding the scope and terms of the licence as well as possible commercial use of this work or the use of PISA data please

consult Terms and Conditions on www.oecd.org. This work is published under the responsibility of the Secretary-General of the OECD. Theopinions expressed and the arguments employed herein do not necessarily reect theofcial views of the OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

Please cite this publication as:

OECD (2016),

PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, PISA,

OECDPublishing, Paris.

ISBN (print) 978-92-64-26749-7

ISBN (PDF) 978-92-64-26751-0

Series: PISA

ISSN (print): 1990-8539

ISSN (on line): 1996-3777

The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. Theuse

ofsuch data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements

in the West Bank under the terms of international law.

Foreword

ISA 2015 RESULTS (VOLUME II): POLICIES AND PRACTICES FOR SUCCESSFUL SCHOOLS © OECD 20163

Equipping citizens with the knowledge and skills necessary to achieve their full potential, contribute to an increasingly

interconnected world, and ultimately convert better skills into better lives is a central preoccupation of policy makers

around the world. Results from the OECD"s Survey of Adult Skills show that highly skilled adults are not only twice as

likely to be employed and almost three times more likely to earn an above-median salary than poorly skilled adults,

they are also more likely to volunteer, to report that they are in good to excellent health, to see themselves as actors

rather than as objects of political processes, and to trust others. Fairness, integrity and inclusiveness in public policy thus

allhinge on the skills of citizens.

In working to achieve these goals, more and more countries are looking beyond their own borders for evidence of the most

successful and efcient education policies and practices. Over the past decade, the OECD Programme for International

Student Assessment, PISA, has become the world"s premier yardstick for evaluating the quality, equity and efciency of

school systems. But the evidence base that PISA has produced goes well beyond statistical benchmarking. By identifying

the characteristics of high-performing education systems, PISA allows governments and educators to identify effective

policies that they can then adapt to their local contexts.

The latest PISA assessment in 2015 focused on science, a discipline that plays an increasing role in our economic and

social lives. From taking a painkiller to determining what is a “balanced" meal, from drinking pasteurised milk to decidi

ng

whether or not to buy a hybrid car, science is pervasive. And science is not just test tubes and the periodic table; it is

the basis of nearly every tool we use - from a simple can opener to the most advanced space explorer. More important,

science is not only the domain of scientists. In the context of massive information ows and rapid change, everyone now

needs to be able to “think like a scientist": to be able to weigh evidence and come to a conclusion; to understand that

scientic “truth" may change over time, as new discoveries are made, and as humans develop a greater understanding

of natural forces and of technology"s capacities and limitations.

The last time science was the focus of PISA was in 2006. Since then, science and technology have advanced tremendously.

The smartphone was invented and became ubiquitous. Social media, cloud-based services, robotic s and machine learning have transformed our economic and social life. New possibilities of gene sequen cing and genome editing, synthetic biology,

bio-printing or regenerative medicine and brain interfaces are changing life itself. Against this backdrop, and the fact

that expenditure per primary and secondary student rose by almost 20% across OECD countries over this period, it is

disappointing that, for the majority of countries with comparable data, science performance in PISA remained virtually

unchanged since 2006. In fact, only a dozen countries showed measurable improvement in the science performance of

their 15-year-olds, including high-performing education systems, such as Singapore and Macao (China), and low

performing ones, such as Peru and Colombia.

It is also worrying to see how many young people fail to reach even the most essential learning outcomes.

InSeptember2015, world leaders gathered in New York to set ambitious goals for the future of the global community.

Goal 4 of the Sustainable Development Goals seeks to ensure “inclusive and equitable quality education and promote

FOREWORD

4© OECD 2016 ISA 2015 RESULTS (VOLUME II): POLICIES AND PRACTICES FOR SUCCESSFUL SCHOOLS

lifelong learning opportunities for all". This includes that “all learners acquire the knowledge and skills needed to promote

sustainable development" (Target 4.7). Only in Canada, Estonia, Finland, Hong Kong (China), Japan, Macao (China) and

Singapore do at least nine out of ten 15-year-old students master the baseline level of prociency in science, reading

and mathematics. These countries show that there are countries on nearly every continent that could achieve the goal of

universal basic skills by 2030. At the same time, the small group of countries that has moved close to securing at least basic

skills for all shows how much remains to be done in most countries - including some of the wealth iest OECDcountries- to attain the Sustainable Development Goals.

The data also show that the world is no longer divided between rich and well-educated nations and poor and badly

educated ones: the 10% most disadvantaged students in Viet Nam compare favourably to the average student in the

OECDarea. Clearly, all countries and economies have excellent students, but few have enabled all students to excel.

Achieving greater equity in education is not only a social justice imperative, it is also a way to use resources more

effectively, increase the supply of skills that fuel economic growth, and promote social cohesion. PISA also nds varying levels of engagement with science and expectations of science-related caree rs across students who are similarly capable and interested in science. In a majority of cou ntries and economies, students from advantaged

backgrounds are more likely to expect a career in science - even among students who perform similarly in science and

who reported similar enjoyment of learning science.

Similarly, while it is encouraging that boys and girls now show similar levels of science performance in PISA, large gender

differences remain in students" dispositions towards science-related careers, even among students who score similarly in

science and who report similar levels of enjoyment in learning science. In Germany, Hungary and Sweden, for instance,

top-performing boys are signicantly more likely than top-performing girls to expect a career requiring further training

in science. These ndings have serious implications not only for higher education, where young women are already

under-represented in the science, technology, engineering and mathematics elds of study, but also later on, when these

young women enter the labour market.

Gender stereotypes about scientists and about work in science-related occupations can discourage some students from

engaging further with science. Schools can counter these stereotypes, and help both boys and girls cultivate a wider

perspective on science, including through better career information. Employers and educators in perceived “masculine"

or “feminine" elds can also help eliminate existing stereotype s by underscoring the close inter-relationships among thenumerous elds of science.

The subject of science itself suffers from a stereotyped image. Too often, school science is seen as the rst segment of

a(leaky) pipeline that will ultimately select those who will work as scientists and engineers. Not only does the “pipeline"

metaphor discount the many pathways successful scientists have travelled to reach their career goals, it also conveys

a negative image of those who do not end up as scientists and engineers. Because knowledge and understanding of

science is useful well beyond the work of scientists and is, as PISA argues, necessary for full participati

on in a world

shaped by science-based technology, school science should be promoted more positively - perhaps as a “springboard"

to new sources of interest and enjoyment. Expanding students" awareness about the utility of science beyond teaching

and research occupations can help build a more inclusive view of science, from which fewer students feel excluded.

PISA is not only an accurate indicator of students" abilities to participate fully in society after compulsory school, but also

a powerful tool that countries and economies can use to ne-tune their ed ucation policies. There is no single combination

of policies and practices that will work for everyone, everywhere. Every country has room for improvement, even the

top performers. That"s why the OECD produces this triennial report on the state of education acro ss the globe: to share

evidence of the best policies and practices and to offer our timely and targeted support to help countries p

rovide the

best education possible for all of their students. With high levels of youth unemployment, rising inequality, a signicant

gender gap, and an urgent need to boost inclusive growth in many countries, we have no time to lose. The OECD stands

ready to support policy makers in this challenging and crucial endeavour.

Angel Gurría

OECD Secretary-General

PISA 2015 RESULTS (VOLUME II): POLICIES AND PRACTICES FOR SUCCESSFUL SCHOOLS © OECD 20165

Acknowledgements

This report is the product of a collaborative effort between the countries participating in PISA, the national and i

nternational

experts and institutions working within the framework of the PISA Consortium, and the OECD Secretariat.

The development of this volume was guided by Andreas Schleicher and Yuri Belfali and managed by Miyako Ikeda.

Thisvolume was drafted by Alfonso Echazarra with Esther Carvalhaes and edited by Marilyn Achiron. Statistical and

analytical support was co-ordinated by Giannina Rech and provided by Hélène Guillou and Bonaventura FrancescoPacileo.

Rose Bolognini co-ordinated production and Fung Kwan Tam designed the publication. Administrative support was

provided by Claire Chetcuti, Juliet Evans, Audrey Poupon and Lisa Smadja. Additional members of the OECD PISA

and communication teams who provided analytical, statistical and communication support include PeterAdams,

FrancescoAvvisati, Guillaume Bousquet, Anna Choi, Cassandra Davis, Carlos González-Sancho, Tue Halgreen, JeffreyMo,

Chiara Monticone, Judit Pál, Mario Piacentini, Daniel Salinas, Shun Shirai, Michael Stevenson, Sophie Vayssettes and

MichaelWard. LukaBoeskens, Tracey Burns, Marc Fuster, Paulo Santiago and Claire Shewbridge, from the OECD

Directorate for Education and Skills, drafted the boxes on policy. Eric Charbonnier and Etienne Albiser, from the OECD

INES and NESLI (Network for the Collection and Adjudication of System-Level Descriptive Information on Educational

Structures, Policies and Practices) teams provided advice on the system-level data collection. External consultants for

analytical and communication support include Simone Bloem, Henry M. Levi n, Christian Monseur and Elodie Pools.

To support the technical implementation of PISA, the OECD contracted an international consortium of institutions and

experts, led by Irwin Kirsch of the Educational Testing Service (ETS). Overall co-ordination of the PISA 2015 assessment,

the development of instruments, and scaling and analysis were managed by Claudia Tamassia of the ETS; development

of the electronic platform was managed by Michael Wagner of the ETS. Development of the science and collaborative

problem-solving frameworks, and adaptation of the frameworks for reading and mathematics, were led by John de Jong and

managed by Catherine Hayes of Pearson. Survey operations were led by Merl Robinson and managed by MichaelLemay

of Westat. Sampling and weighting operations were led by Keith Rust and managed by Sheila Krawchuk of Westat.

Designand development of the questionnaires were led by Eckhard Klieme and managed by Nina Jude of theDeutsches

Jonathan Osborne chaired the expert group that guided the preparation of the science assessment framework and

instruments. This group included Marcus Hammann, Sarah Howie, Jody Clarke-Midura, Robin Millar, Andrée Tiberghien,

Russell Tytler and Darren Wong. Charles Alderson and Jean-Francois Rouet assisted in adapting the reading framework,

and Zbigniew Marciniak, Berinderjeet Kaur and Oh Nam Kwon assisted in adapting the mathematics framework.

DavidKaplan chaired the expert group that guided the preparation of the questionnaire framework and instruments.

Thisgroup included Eckhard Klieme, Gregory Elacqua, Marit Kjaernsli, Leonidas Kyriakides, Henry M. Levin, Naomi

Miyake, Jonathan Osborne, Kathleen Scalise, Fons van de Vijver and Ludger Woessmann. Keith Rust chaired the Technical

Advisory Group, whosemembers include Theo Eggen, John de Jong, Jean Dumais, Cees Glas, David Kaplan, Irwin Kirsch,

Christian Monseur, Sophia Rabe-Hesketh, Thierry Rocher, Leslie A. Rutkowski, Margaret Wu and Kentaro Yamamoto.

ACKNOWLEDGEMENTS

6© OECD 2016 PISA 2015 RESULTS (VOLUME II): POLICIES AND PRACTICES FOR SUCCESSFUL SCHOOLS

The development of the report was steered by the PISA Governing Board, chaired by Lorna Bertrand (United Kingdom),

with Maria Helena Guimarães de Castro (Brazil), Sungsook Kim (Korea) and Dana Kelly (United States) as vice chairs.

AnnexC of the volume lists the members of the various PISA bodies, including Governing Board members and National

Project Managers in participating countries and economies, the PISA Cons ortium, and the individual experts and consultants who have contributed to PISA in general.

Table of contents

PISA 2015 RESULTS (VOLUME II): POLICIES AND PRACTICES FOR SUCCESSFUL SCHOOLS © OECD 20167 EXECUTIVE SUMMARY ........................................................................ READER"S GUIDE ........................................................................ ...19 WHAT IS PISA? ........................................................................ ........25

CHAPTER 1 OVERVIEW: POLICIES AND PRACTICES FORSUCCESSFULSCHOOLS .......................................................................

...33 CHAPTER 2 HOW SCHOOLS AND TEACHING PRACTICES SHAPE STUDENTS" PERFORMANCE IN

ANDDISPOSITIONS TOWARDS SCIENCE

........................47

Opportunity to learn science at school

..................................50

Choice of sc

hool science courses ...............................53

Science resources at school

Science teac

hing staff Extr acurricular science activities .................................59

Teaching science

...63 T eacher-directed science instruction .........................63 P erceived feedback from science teachers ...........66

Adapti

ve instruction in science lessons ..................66

Enquiry-based science instruction .......................................................................

..............................69 How science resources, learning time and teaching are related to science performance compared toperformanceinothersubjects How science resources, learning time and teaching are related to students" expectations of working inscience-relatedcareers

CHAPTER 3 THE SCHOOL LEARNING ENVIRONMENT ........................................................................

School climate

..................81

Student truanc

y 81

Skipping sc

hool Arri ving late for school Ho w does truancy throughout the school relate to individual student truancy, science performance and disciplinary climate?

Disciplinary climate

.....88

Student and teac

her behaviour hindering learning T eacher support to students

Parental involvement

Legislation on parental in

volvement .........................96 Sc hool efforts to involve parents ..................................96 P arental involvement in school activities ...............99

School leadership

........101

TABLE OF CONTENTS

8© OECD 2016 PISA 2015 RESULTS (VOLUME II): POLICIES AND PRACTICES FOR SUCCESSFUL SCHOOLS

CHAPTER 4 SCHOOL GOVERNANCE, ASSESSMENT ANDACCOUNTABILITY .......................................................................

..........107

How school systems are governed

Responsibilities for sc

hool governance and school autonomy Changes between 2009 and 2015 in the allocation of responsibilities for sc hoolgovernance

Another perspecti

ve on how responsibilities are distributed Sc hool autonomy How are the responsibilities for school governance related toscienceperformance and equity? Educational leadership ....................................................................... Sc hool accountability: Mandatory standardised tests and using achievement data beyond the school .......................123

Public and private involvement

Student performance and enrolment in public and pri vate schools ...............................126

School choice

.......126

Assessments and evaluations

Proles of assessments and examinations, b

y education level

Assessment pr

actices at school ..................................132

Assessment pr

actices and purposes ........................136

Accountability and quality assurance

........................138 T he use of achievement data beyond school ...138

Quality-assur

ance and school-improvement practices

Consequences of internal and external ev

aluations

School leader and teacher appraisal

Sc hool leader appraisal T eacher appraisal

Teacher evaluations at school

CHAPTER 5 SELECTING AND GROUPING STUDENTS ........................................................................

Vertical stratication: How students progress through the school system .........................157

Students" gr

ade level

Students" age at entry into the sc

hool system ..160 Gr ade repetition Horizontal stratication: How education systems organise school programmes ..........166 D ifferentiation among education programmes: Age at selection, and the number andtypes ofstudyprogrammes Sc hool admissions policies

Other policies and pr

actices that sort students between schools ....................................171

Are str

atication policies related to academic inclusion across schools? .................171

Horizontal str

atication within schools: Ability grouping How policies on grouping and selecting students are related to equity inscience performance

CHAPTER 6 RESOURCES INVESTED INEDUCATION ........................................................................

Financial resources

.....184

Material resources

......186

Equity in resour

ce allocation

Computers at sc

hool Sc hool size .......190

Human resources

T eachers" salaries

Pre-service teac

her training

TABLE OF CONTENTS

PISA 2015 RESULTS (VOLUME II): POLICIES AND PRACTICES FOR SUCCESSFUL SCHOOLS © OECD 20169

• Requirements to enter the teaching profession .......................................................................

T eacher prole and qualications ............................196 T eachers" professional development .....................198 Shortage of education staff .......................................................................

Class size and student-teac

her ratio ......................202

Time resources

.....209

Actual teac

hing time Student learning time .......................................................................

Assistance with homew

ork at school ....................216 Extr acurricular activities

Attendance at pre

primary school

CHAPTER 7 WHAT PISA 2015 RESULTS IMPLYFOR POLICY ........................................................................

Accounting for variations in student performance

....226

Give every 15

year old the opportunity to learn science in school

Ensure that learning time is producti

ve so that students can build up their academic, socialandemotionalskillsinabalancedway 227
The most ambitious education reforms aspire to change what happens insidethe classroom

Ensure that the science labor

atory work is meaningful

Create a positive learning environment for all

.....229 Encourage schools to use multiple types of assessmentsquotesdbs_dbs7.pdfusesText_13