Description - Education and Skills (PISA): Key Competencies in Reading, Mathematics and Science by Organization for Economic Cooperation and Development
Are students prepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? How well equipped are they to continue learning throughout life? The OECD Programme for International Student Assessment (PISA) aims to answer these questions through three-yearly surveys that examine 15-year-old students' performance in reading, mathematics and science. The first three surveys addressed these subjects in 2000, 2003 and 2006, respectively. PISA 2009 focuses on reading and thus begins a second full cycle of the survey. PISA 2009 Assessment Framework presents the theory behind the development of the latest survey. The re-worked and expanded framework for reading literacy includes not only the assessment of reading and understanding printed texts, but also an innovative component to assess how well students read, navigate and understand electronic texts. Additionally, this publication provides the basis for measuring mathematical and scientific competencies. Finally, it presents the theory behind the questionnaires used to gather information from students, schools and parents on students' home backgrounds, students' approaches to learning and school learning environments. THE OECD PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) PISA is a collaborative process among the 30 OECD member countries and over 30 partner countries and economies. It brings together expertise from the participating countries and economies and is steered by their governments on the basis of shared, policy-driven interests. Its unique features include: The literacy approach: PISA defines each assessment area (reading, mathematics and science) not mainly 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: PISA enables countries to monitor regularly and predictably 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; he relevance to lifelong learning: PISA does not limit itself to assessing students' knowledge and skills but also asks them to report on their own motivation to learn, their beliefs about themselves and their learning strategies, as well as on their goals for future study and careers; A steady yet versatile assessment: PISA ensures that the competencies assessed in each cycle remain unchanged while simultaneously adapting to modern-day innovation and technologies through, for example, the assessment of reading electronic texts.
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