Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, 2003 Organisation for Economic Co-Operation and Development Indicators on the Quality of Educational Performance Quality of Education Teachers’ Professional Training and Development Athens, 2-3 June 2003 Andreas Schleicher Head, Indicators and Analysis Division Directorate for Education

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, 2003 PISA - The OECD Programme for International Student Assessment r An assessment of the yield of education including and beyond the curriculum r Comparable skill measures that can guide policy decisions r Insights into the mix of factors which contribute to the development of knowledge and skills and how these factors operate similarly or differently across countries r A strong substantive and cross-cultural core for defining performance targets

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, 2003 To analyse, compare, contrast, and evaluate To think imaginatively To apply knowledge in real-life situations To communicate thoughts and ideas effectively Literacy in PISA About the capacity of young adults to access, manage, integrate, evaluate and reflect on written information

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, 2003 Indicators on the Quality of Educational Performance

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, 2003 Low Performance High Performance Low Social equity Low performance Low social equity High performance Low social equity Low performance High social equity High performance High social equity High Social equity Italy UK

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, 2003 Low Performance High Performance Low Social equity Low performance Low social equity High performance Low social equity Low performance High social equity. High performance High social equity High Social equity

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, 2003 Student engagement in reading Highest engagement Lowest engagement Low Performance High Performance Low Social equity. High Social equity

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, 2003 E.g. Learning environment and course offering High degree of autonomy Low degree of autonomy % Variance between schools Low Performance High Performance Low Social equity. High Social equity 7% 9% 11% 76% 75% 71% 20% r=.51

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, 2003 Early selection and institutional stratification Low degree of stratification High degree of stratification Low Performance High Performance Low Social equity. High Social equity

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, 2003 The learning environment Instructional climate r Percentage of 15-year-olds who report teacher : shows interest in every student‘s learning: 56% gives students an opportunity to express opinions: 66% helps students with their work: 59% continues teaching until the students understand: 60% does a lot to help students: 60% checks students‘ homework regularly: 54% Significant relationship with performance

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, 2003 The learning environment Disciplinary climate r Percentage of 15-year-olds who report that : students cannot work well: 19% students don‘t listen to what the teacher says: 24% there is noice and disorder: 30% at the start of class, more than 5 minutes are spent doing nothing: 39% Significant relationship with performance

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, Overall outcomes of education Output of institutions and institutional performance Quality and distribution of knowledge and skills System-wide structures, resources and policies The learning environment at school Teaching and learning practices and classroom climate Individual attitudes, engagement and behaviour National educational, social and economic context Community and school characteristics Student learning conditions and teacher working conditions Background of the learners How we might get there Outputs and Outcomes Impact of Learning Policy Levers That shape Outcomes Antecedents that contextualise or constrain policy Country or system Schools and other institutions Instructional settings Individual learner Quality of instructional delivery

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, 2003 Further information …and remember: Without data, you are just another person with an opinion

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, 2003

The expansion of upper secondary education Percentage of the population that has attained at least upper secondary education, by age group

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, 2003 Is it all innate ability? Variation in student performance

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, Is it all innate ability? Variation in student performance

Andreas Schleicher, Quality of Education – Teachers’ Professional Training and Development, Athens, 2003 Variation of performance between schools Variation of performance within schools Is it all innate ability? Variation in student performance