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Week 39: PISA: A massive effort, well worth it
A large international survey helps educators across the world to develop ways to improve outcomes for all learners.
The Programme for International Student Assessment (PISA), the internationally standardised assessment of 15-year-olds in reading, mathematical and scientific literacy, collects data every three years to assist governments to monitor the outcomes of education systems in terms of student achievement. Delivered by ACER for the Organisation for Economic Cooperation and Development (OECD), PISA is a massive collaborative effort involving five consortium partners and national PISA centres in 67 countries.
PISA allows comparisons between countries on how students perform on a set of common tasks. This helps governments to understand, and also to enhance, the effectiveness of their educational systems and to learn from other countries’ practices.
Working on the PISA manuals for field trials and the main survey at ACER is Nora Kovarcikova, a Senior Research Fellow in the International Surveys program of ACER’s Educational Monitoring and Research Division, with colleagues Mollie Tobin in Adelaide and, in Melbourne, Naoko Tabata, Tim Friedman and Fei Peng.
Nora has worked as a Research Fellow at the National Institute for Education in Slovakia and at the Slovak National PISA Centre, working on PISA 2006 and 2009, and other OECD surveys on a national level. ‘Having that on-the-ground experience and understanding how PISA works in terms of planning and implementation at a national level is hugely useful,’ she says. ‘It’s also useful being able to discuss things with my colleagues in Melbourne who work on the national component of PISA for Australia.
‘Governments around the world have been able to use PISA results to help formulate policies to improve education for students.’
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Week 52: State of the art psychometric and statistical analysis
Week 51: Assessing civics and citizenship
Week 50: International research into teaching and learning
GOAL 1
Learners and their needs
every learner engaged in challenging learning opportunities appropriate to their readiness and needs
GOAL 2
The Learning Profession
every learning professional highly skilled, knowledgeable and engaged in excellent practice
GOAL 3
Places of learning
every learning community well resourced and passionately committed to improving outcomes for all learners
GOAL 4
A Learning Society
a society in which every learner experiences success and has an opportunity to achieve their potential
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Pursuing Quality and Equity through Evidence
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