The background of the improvement of PISA results in Hungary Trends in Performance Since 2000 International Launch of PISA 2009 Report February 10 th, 2011 Gábor Halász ELTE University Budapest

Preliminary remarks Significant improvement observed in the area of reading literacySignificant improvement observed in the area of reading literacy Simultaneous impact of several factors (no single factor can explain the results) Some factors have been under conscious policy control while others not The result is the equilibrium of positive and negative effects (the positive effects could have produced more positive impact without the negative effects)

Policy interventions that might have had a positive impact Increasing awareness of the importance of literacy development in higher grades >>> >>> Improving the education of the most disadvantaged groups (integration programs) >>> >>> Curriculum innovation: developing classroom level activities >>>>>> Creating effective feedback mechanisms >>> >>>

A common element in all interventions Massive capacity building among teachers… typically embedded into school level curriculum innovation and supported by major national development programs

Important further remarks The way of organising learning has been changed in hundreds of classrooms (the observed improvement is the result of accumulated micro level changes) But the outcomes are still modest compared to the size of investments And the positive impacts have been counterbalanced by negative ones (e.g. increasing poverty in some social groups).

Recommended resources Biannual national reports for the European Commission. Monitoring the „ Education and Training 2010” program ( Background documents for the comparative analysis „Key Competences in Europe: Opening Doors for Lifelong Learner” ( ) Hungary. Country Background Report. OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes. 2010

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The PISA results in Hungary Source: PISA 2009 results: learning trends Changes in Student Performance Since 2000 Volume V.

The change in reading performance Source: PISA 2009 results: learning trends Changes in Student Performance Since 2000 Volume V.

The change in reading performance Boys +11 Girls +17 Source: PISA 2009 results: learning trends Changes in Student Performance Since 2000 Volume V. Share of students below proficiency Level Share of students at proficiency Level 5 or above +1 Association of socio-economic background with reading Performance -4.2

Modest improvement at the top Stronger improvement at the bottom

Literacy development in higher grades Shock and awareness (since 2001) (modestly improving reading statistics)modestly improving reading statistics Introduction of competence oriented, non- subject based teaching in the first two grades of ISCED2 level (2003-) The introduction of a new maturity examination system ( ) New, more competence oriented assessment framework New assessment instruments More stress on reading literacy

Change in the index of enjoyment of reading and the proportion of students who read for enjoyment ( ) Hungary is one of those few countries where attitudes towards reading have improved

Massive interventions to improve the education of the most disadvantaged National integration programs targeted at the Roma minority (2003-) EU funded development programs to improve the education of the Roma minority (2004-) Instruments –Specific standards and targeted financial support for schools –Professional development for teachers –Scholarships, mentoring for individuals

Curriculum innovation A major EU funded program for competence development in basic schools ( ) (ISDED1 and ISCED2) –The development of „competence based program packages”competence based program packages –Testing in 120 schools and application in several hundred other schools connected in knowledge sharing networks –Intensive development of teaching competences –Organisational development

The components of competence- based program packages The presentation of the pedagogical concept and a detailed modularized curriculum content Tools (methods) for organising learning Tools for assessing the outcomes of learning A program for the preparation of teachers to use of the package Presentation of relevant support services

National Assessment of Basic Competencies Every pupil assessed in grades 6th, 8th and 10th National tests in literacy and numeracy Individual student identification number used Background data collected on students and schools Centralised scoring of tests at national level by the national managing agency (Educational Authority) Reporting at four levels –National –National level (for the public and decision-makers) –Maintainer –Maintainer level (to every local self-government that maintain schools and other maintainers) –School –School level (to every school) –Pupil –Pupil level (to every school and parent) (since 2009)

The development of the system 2001 – First results published (with value added scores based on estimation related with SES) school and maintainer reports available for everyone possessing access codes + intervention in case of low performance introduction of individual pupil identifier codes, data on every pupil available for parents and teachers from 2009 on value added scores calculated on the basis of individual pupil progress data

The use of data for school improvement In 2004 three from four headmasters reported on using the school results for internal development (survey result)the school results In 2007 every third municipality „put these results to use in its managerial work” (survey result)

The school report (form the website of a lower secondary school) Comparing national and group averages with own data