Friday, 16 Dec 2011
ACER releases results of PISA 2009+ participant economies
16 December 2011: The Australian Council for Educational Research (ACER) this morning released the OECD Programme for International Student Assessment (PISA) 2009+ results for ten economies.
PISA is an international comparative survey of 15-year-olds’ knowledge and skills in reading, mathematical and scientific literacy, conducted by ACER. It measures how well young adults have acquired the knowledge and skills that are required to function as successful members of society.
Sixty-four economies originally participated in PISA 2009. Ten additional partner participants, who were unable to participate within the PISA 2009 project timeframe, participated in the PISA 2009 study on a reduced and delayed timeline in 2010. This is known as the PISA 2009+ project.
The PISA 2009+ economies are: Costa Rica, Georgia, India (Himachal Pradesh & Tamil Nadu), Malaysia, Malta, Mauritius, Venezuela (Miranda), Moldova, United Arab Emirates. PISA 2009+ involved testing just over 46 000 students across these ten economies, representing a total of about 1 377 000 15-year-olds.
ACER CEO, Professor Geoff Masters, said the results found that in the PISA 2009+ economies, girls significantly outperformed boys in reading (reflecting the PISA 2009 results).
“Girls not only tended to attain higher reading scores than boys, they were also more aware of strategies for understanding, remembering and summarising information,” Professor Masters said.
“Students who are highly aware of effective strategies for learning who also regularly read a wide range of material, tend to demonstrate better reading proficiency than those who either have a lower awareness of effective strategies or read a narrower range of materials regularly.”
Professor Masters said that while school level factors account for a considerable proportion of variation in reading performance between schools, much of this is associated with socioeconomic and demographic factors.
“This suggests that policies around governance, accountability, the investment of educational resources and the overall learning environment are influenced by the social and demographic intake of the school,” Professor Masters said.
“Schools containing students with higher socioeconomic backgrounds, tend to be more autonomous in their decision about curriculum, make more of assessments for accountability purposes, have better student-teacher relationships, and utilise more educational resources. Students attending these schools have better educational outcomes.”
The results also showed both girls and boys from the PISA 2009+ nations had results in reading, mathematical and scientific literacy that were lower than the OECD average.
The results reveal the following highlights for each PISA 2009+ participants:
The United Arab Emirates
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