Einzelne Aussagen aus den PISA-Untersuchungen
Seit 2011 gibt es PISA in Focus (PiF). Der 100. Beitrag war Anlass für den Überblick 100 things we've learned from PISA . Beispiel:
21. In school systems where parents can choose their child’s school, and where schools compete for enrolment, schools are often more socially segregated. (from PiF no. 42)
On high-performing or rapidly improving education systems
1. Among the countries that showed improvements in average reading performance between 2000 and 2009, most can attribute those gains to large improvements among their lowest-performing students. (from PiF no. 2)
2. In countries where schools have greater autonomy over what is taught and how students are assessed, students tend to perform better. (from PiF no. 9)
3. Greater national wealth or higher expenditure on education does not guarantee better student performance./School systems that perform well in PISA believe that all students can achieve, and give them the opportunity to do so. (from PiF no. 13)
4. Some countries and economies have shown that improvements in equity can be achieved at the same time as improvements in overall performance, and in a relatively short time. (from PiF no. 25)
5. Among high-performing countries, differences in performance between schools are generally smaller than those in the average OECD country. (from PiF no. 27)
6. Strong performers and successful reformers in education share some characteristics: a belief in the potential of all of their students, strong political will, and the capacity of all stakeholders to make sustained and concerted efforts towards improvement. (from PiF no. 34) (...)
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About equity in education
15. Fifteen-year-old students who had attended pre-primary education perform better on PISA than those who did not, even after accounting for their socio-economic backgrounds. (from PiF no. 1) (...)
17. In countries where more students repeat grades, overall performance tends to be lower and social background has a stronger impact on learning outcomes than in countries where fewer students repeat grades. (from PiF no. 6) (...)
22. One in eight students across OECD countries has repeated a grade at least once before the age of 15. (from PiF no. 43) (...)
25. In countries where residence-based admissions policies are less widespread, disadvantaged students tend to be clustered in a limited number of schools. (from PiF no. 96)
26. School systems with higher levels of social segregation tend to offer less equitable opportunities for learning. (from PiF no. 97) (...)
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On differences between boys and girls
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29. Teachers tend to give girls and socio-economically advantaged students better marks, even if they don’t perform better and don’t have better attitudes than boys and disadvantaged students. (from PiF no. 26) (...)
33. Girls performed significantly better than boys in collaborative problem solving in every country and economy that participated in the assessment. (from PiF no. 78) (...)
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On differences between advantaged and disadvantaged students
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42. Supportive learning environments and quality resources are more frequently found in advantaged schools, suggesting that schools often amplify, rather than compensate for, students’ home resources. (from PiF no. 76)
43. In more than one-third of the countries and economies that participated in PISA 2015, teachers in the most disadvantaged schools were less qualified or less experienced than those in the most advantaged schools. (from PiF no. 85)
44. The average difference in science performance between advantaged and disadvantaged students is equivalent to about three years of schooling. (from PiF no. 89)(...)
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On differences between immigrant and non-immigrant students
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47. Across most OECD countries, poor performance among immigrant students relative to other students is strongly related to socio-economic disadvantage at school. (from PiF no. 22) (...)
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About schools, teachers and the climate in class
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64. Orderly classrooms are related to better performance – regardless of the socio-economic profile of the school. (from PiF no. 32) (...)
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About what students know and can do
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73. Students acquire most information about environmental issues from school although only a minority of students learns about these issues in stand-alone environmental science courses. (from PiF no. 15) (...)
80. More than one in four students, on average across OECD countries, score below the baseline level of proficiency in at least one of the core subjects assessed by PISA – reading, mathematics and science. (from PiF no. 60) (...)
88. In 2015, boys and low-achieving students held more optimistic views about solving environmental problems – like air pollution, and the extinction of plants and animals – than girls and students performing at or above the baseline level of proficiency in science. (from PiF no. 95)
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About students’ attitudes towards learning
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96. In 2012, around 32% of low performers said they give up on solving problems easily compared to only 13% of better-performing students who so reported. (from PiF no. 62) (...)
Hier weiterlesen: 100 things we’ve learned from PISA
Hier weiterlesen: 100 things we’ve learned from PISA. Und hier alle Beiträge von PISA in Focus.