1. The future of PISA: perspectives for innovation
Yuri Belfali
Head of Early Childhood and Schools

2. Collaborative problem solving
PISA 2015
Science
Math
Reading
Collaborative problem solving
Student
Well-being
Financial
Literacy
Optional
Surveys

3. Trends in science performance
570
Student performance
550
Below Level 1
Level 1
Level 3
Level 4
Lev5
Level 2
530
510
OECD average
490
470
450

4. PISA 2018 Science Math Reading Global Competence Financial Literacy
Optional
Surveys

5. Responding to change, addressing the emerging areas of learning

7. The future of education and skills: Education 2030

8. PISA 2018 Global Competence Global Competence Take perspectives
Skills
Use evidence critically
Analyse perspectives
Adapt communication and behaviour
Evaluate actions and consequences
Knowledge
Knowledge of global issues
Intercultural knowledge
Values
Valuing human dignity
Valuing cultural diversity
Attitudes
Openness
Respect
Global-mindedness
PISA 2018
Global Competence
Examine issues
Take perspectives
Act for well-being and sustainability
Interact across cultures
Global Competence

9. Social and Emotional Skills
Persistence (UK)
Perseverance (NZL)
Responsibility (KOR, NZL)
Locus of control (US, UK, KOR)
Extraversion (NOR)
Sociability (NZL)
Self-esteem (US, UK, CAN, SWI)
Self-confidence (NOR)

10. For Life and careers… For Citizenship…. Fairness Resilience
Integrity
Courage
Adaptability
Creativity
Curiosity
Respect
Integrity
Initiative
Entrepreneurship
Leadership
Self-awareness
Empathy

11. Making PISA globally relevant

12. PISA 2015: 72 countries and economies
OECD
Partners

13. PISA and SDG Education target 4
Targets 1 2 3 4 5 6 7 a b c
Indicator
4.1 Percentage of 15-year-old students performing at Level 3 or higher on the maths scale (PISA, 2012)
4.2 Enrolment rate in pre-primary education at age 5 (INES, 2014)
4.3 First-time tertiary entry rates (INES, 2014)
4.4 Percentage of year-olds in Group 3 or 4 of skills proficiency and readiness to use ICT for problem solving (PIAAC, 2012/2015)
4.5 PISA inclusion index (PISA, 2012)
4.6 Percentage of adults performing at Level 3 or higher on the literacy scale (PIAAC, 2012/2015)
4.7 Percentage of students at level A, B or C in the environmental science performance index (PISA, 2006)
4.a Computers for educational purposes per student, ,mean index (PISA, 2012)
4.b Scholarships and student costs in donor countries (USD millions, difference between 2012 and 2014)
4.c Percentage of ISCED 2 teachers having completed teacher education or training programmes (TALIS, 2013)

14. Students’ proficiency in science

15. 15-year-olds’ proficiency in science (out-of-school adjusted)

16. Enhancing PISA for Development
Adjusting the PISA tests to better measure and discriminate at lower levels of proficiency
More relevant contextual instruments Out-of-school youth in the assessment
Tackle financial and technical challenges through partnerships with donors and peers and through capacity building and peer support
Use of assessment results for policy dialogue and decision making through increased outreach to stakeholders, support for national analysis and reporting and sensitivity to local context

17. PISA for Development and scale-up
INFORMED BY:
PISA EXPERIENCE
PARTICIPATING COUNTRIES
OTHER ASSESSMENTS
PISA
PISA-D
Outputs of PISA-D informing and enhancing PISA from 2021 cycle onwards

18. Raising the power of analysis: for policy making and for practices

19. Deep dive in data Possible insights from log-file analysis:
How much time did students spend to solve this item?
How many «experiments » did they set up (varying one thing at a time)?
Did they press all the controls « at random », or according to a systematic plan?
Did some students try to guess the right answer, without gaining first all the relevant information?
(Source: Samuel Greiff)

20. Way forward Increase explanatory power: PISA and other research
Continuously develop policy relevant questions: teacher quality, what works, education to address emerging issues (citizenship, sustainable development …)
Different outcome areas
Take advantage of technological advancement

21. Learning time and science performance
Figure II.6.23

22. Factors associated with a higher science performance
Figure II.7.2
Positive association with science performance
Multilevel regression models of education systems, schools and students
The z-scores for "all countries and economies" are generally lower because the uncertainty surrounding the relationships is significantly higher.
No association:
External evaluations exist at the school
Index of school autonomy
Index of shortage of education staff
Pre-primary attendance
School is located in a rural area

23. Enquiry-based teaching practices and science performance, OECD average

24. Innovate test mode and instruments
Potential of computer-based test: adaptive testing
Inclusion of students with special needs
More timely leaner’s data?
Tool for whom? : policy makers,
teachers, school leaders, parents
students….
Alibaba.com

25. Collaboration
Stakeholders
Researchers
OECD

26. Fall 2016 Call for Proposals:
Apply by 4 January 2017

27. Thank you! www.oecd.org/edu Yuri.Belfali@oecd.org Follow us on:
@OECDEduSkills
@EduSkills OECD @
EduSkills OECD