In the PISA 2009 reading assessment, girls outperform boys in every participating country by an average, among OecD countries, of 39 PISA score points – equivalent to more than half a proficiency level or one year of schooling
the results from the 2009 PISA assessment reveal wide differences in Figure I 2 13 map of selected reading questions in PISA 2009, illustrating the proficiency
OECD (2010), PISA 2009 Results: Learning Trends: Changes in Student Performance the results from the PISA 2009 assessment reveal wide differences in
oecD (2011), PISA 2009 Results: Students on Line: Digital Technologies and Performance (Volume VI) http://dx doi org/10 1787/9789264112995-en
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Organisation or of the governments of its member countries Please cite this publication as: OECD (2010), PISA 2009 Results: What Makes a School Successful?
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Achievement results for the minor subject areas of mathematics and science literacy are also presented Key findings from PISA 2009 include the following:
Ireland's mean score on reading literacy in 2009 was 495 6 points2, which is not significantly different from the OECD average (493 4) Ireland's overall rank is 21st
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1 2 In the UK, PISA 2009 was carried out on behalf of the respective governments by the National Foundation for Educational Research 1 3 Results for the
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In the PISA 2009 reading assessment girls outperform boys in every participating country by an average
les pays qui ont obtenu le score moyen le plus élevé aux épreuves de compréhension de l'écrit du cycle PIsa 2009 la Finlande et la Corée
OECD (2010) PISA 2009 Results: What Students Know and Can Do – Student Performance in Reading
Résultats du PISA 2009 : Savoirs et savoir-faire des élèves : Performance des élèves en compréhension de l'écrit en mathématiques et en sciences (Volume I).
Results from the PISA 2009 assessment show that nurturing high performance and tackling low performance need not be mutually exclusive the countries with the very highest overall reading performance in PISA 2009 inland f and Korea as well as the partner economies hong Kong-china and Shanghai-china also have among the lowest
the results from the PISA 2009 assessment reveal wide differences in educational outcomes both within and across countries the education systems that have been able to secure strong and equitable learning outcomes and to mobilise rapid improvements show others what is possible to achieve Naturally GDP per capita influences
PISA 2009 –Reading PISA 2009 Results OECD Table I 2 1 U S A Ranks 12thout of 34 OECD Countries on Students Scoring at the Highest Achievement Levels U S A OECD Note: Highest achievement levels are Levels 4 and above © 2010 THE EDUCATION TRUST Source: PISA 2009 results NCES Table R6 350 400 450 500 550 600 650 700 e 2009 PISA –Reading
the results from the PISA 2009 assessment reveal wide differences in education outcomes both within and across countries the education systems that have been able to secure strong and equitable learning outcomes and to mobilise rapid improvements show others what is possible to achieve naturally GdP per capita influences
What are the PISA 2009 results?
PISA 2009 Resultspresents the ? ndings 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,
How good was Korea's PISA reading performance in 2000?
PISA 2009 ReSultS: leARNING tReNDS – VOluMe V ©OECD 201031 Box V.B Korea In 2000, with PISA reading performance at 525 score points, Korea was already performing above the OeCD average.
Who co-ordinates the PISA 2009 reading tasks?
telopment of the PISA 2009 reading tasks was co-ordinated by an international consortium of educational research he dev institutions contracted by the OeCD, under the guidance of a group of reading experts from participating countries.
Do gender imbalances affect the reliability of Pisa trend estimates?
Because girls’ reading performance is usually higher than that of boys, gender imbalances among samples from different PISA assessments can affect the reliability of trend estimates.
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