1. PISA - 2021 Why , What & How An Overview
Sh U.N.Khaware
Additional Commissioner (Acad.)
Sh. U.N.Kw

2. It is not a test. It is an assessment
PISA
The Programme for International Student Assessment
Its aim is to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students
It is not a test. It is an assessment

3. WHAT DOES IT MEASURE?
PISA measures the extent to which students have acquired key competencies that are essential for full participation in modern societies.
Our assessment is mostly based on CONTENT but PISA’s assessment is based on COMPETENCY

4. WHY PISA? Courtesy: CBSE
Help to introduce competency based examination reforms in the school system
Would lead to recognition and acceptability of Indian students
Help move away from rote learning
CBSE & NCERT will be part of the process and activities leading to the actual test
Prepare the Indian students for the global economy in the 21st century
Courtesy: CBSE

5. We need our education to prepare us for the times to come
The three pillars of education viz. Critical Thinking, Problem Solving and Conceptual understanding must become the key parameters of learning
Our current education leaves our children far behind in all these aspects and in that light PISA is a welcome change.
Activities and concepts in the classrooms need to engage the mind, inspire and become contextual. Evaluation needs to be re-modeled to incorporate similar thinking. In that light PISA is a very welcome intervention both for educators and educatees.

6. Why PISA for India?
PISA—will help introduce competency based examination reforms in the school system.
Will discourage rote learning
Lead to recognition and acceptability of Indian students & prepare them for global economy of 21st Century.

7. 3. The focus will be Mathematical Literacy.
PISA 2021
India shall be participating for the second time, the first being in 2009.
2. 36 OECD member countries and over 50 non-members are expected to participate.
3. The focus will be Mathematical Literacy.
PISA 2021
5250 students (150 schools x 35 students) will be assessed on the following subjects:-
Maths and Science (47% students)
Maths and Reading (47% students)
Reading and Science (6%students)

8. The Challenge Ahead
India didn’t appear in PISA in 2012 and 2015 on account of its dismal performance in 2009, when it was placed 72nd among the 74 participating countries.
2021--PISA will help reveal where India stands globally as far as learning outcomes are concerned.
The Challenge before the teaching community is to collaborate, train and brace our students for PISA 2021.

9. PISA-2021 Measures taken by Kendriya Vidyalaya Sangathan

10. Five workshops of two days each conducted across the country in April, 2019 to prepare grounds for PISA.
(‘Preparing Ground for PISA’, a Teacher’s handbook has been prepared)
KVS has prepared the ‘Teachers’ Manual on Scientific Literacy for PISA’.
Joyful Learning activities/competitions for enhancing the competencies of students for PISA have been prepared by KVS
NICSI empanelled vendor M/s KPMG hired for diagnostic study to put forth mechanisms, systemic processes to improve student performance in the upcoming PISA
A PISA cell has been created at KVS (Hq.) with 3 vertical teams – Administrative, Training & Academic.

11. SCIENTIFIC LITERACY IN PISA
PISA believes that every individual should be able to think scientifically about the evidence they encounter in their real-life challenges.
Students are required to use knowledge that would be gained from the science curriculum and apply it in novel and real life situations.

12. Scientific Competencies
The PISA scientific literacy assessment items requires students to :
identify scientifically oriented issues
Explain phenomena scientifically
and use scientific evidence

13. PISA believes that every individual should be able to think scientifically about the evidence they encounter in their real-life challenges.
The PISA assessment, therefore, tests students’ performance in applying scientific literacy in real-life situations.
Students should be able to use scientific processes, scientific concepts, and scientific situations to answer questions and make decisions about the natural world.

14. New Paradigm of Science teaching
Using Multiple Intelligences in Science Teaching:
The focus of teaching is to arouse students' curiosity and motivation to think, act, investigate, explore, and learn.
Science teaching is to share with students the joy of process and outcomes of science learning.
Science teaching is a life-long learning process involving continuous discovery, experimenting, self-actualization, reflection, and professional development particularly in the area of science.

15. What Can Science Teachers do ?
Give stimulus to students to make them think scientifically.
Children are curious by nature and a teacher can make arrangements in a classroom/ school to satisfy their curiosity.
A number of encouraging questions should be asked and the teacher should try to provide satisfactory answers.
Opportunities for close observation should be provided by way of hands-on experience and experimentation.

16. Explore - freedom to investigate Explain - analysis of explore stage
6 - E’s of Learning
Engage - make curious
Explore - freedom to investigate
Explain - analysis of explore stage
Elaborate - application of knowledge
Evaluate - assessment
Extend - suggestions beyond lesson

17. Experiential Learning
It is the process of learning through experience, and is more specifically defined as ‘learning through reflection on doing’.
Experiential learning enables skills to be learnt and practiced in classroom and then practically applied in real life situations.

18. CHARACTERTISTICS OF TASKS
Levels of proficiency in science in PISA 2015
LEVEL
LEVEL SCORE LIMIT
CHARACTERTISTICS OF TASKS 6
708
At level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and Space sciences 5
633
At level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. 4
559
At level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. 3
484
At level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. 2
410
At Level 2, students are able to draw on everyday content knowledge and basic procedural knowledge to identify an appropriate scientific explanation, interpret data and identify the question being addressed in a simple experimental design. 1a
335
At level 1a, students are able to use basic or everyday content and procedural knowledge to recognize or identify explanations of simple scientific phenomenon. 1b
261
At Level 1b, students can use basic or everyday scientific knowledge to recognize aspects of familiar or simple phenomenon.

19. MATHEMTAICS LITERACY IN PISA
Mathematical literacy is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well- founded judgments and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen.

20. Components of Mathematical Domain

21. PISA examines the capacities of students to analyze, reason, and communicate mathematical ideas effectively as they pose, formulate, solve and interpret mathematical problems in a variety of situations.

22. The Mathematisation Cycle
1. Starting with a problem situated in reality
2. Organizing it according to mathematical concepts and identifying the relevant mathematics.
3. Making assumptions, generalizing and formalizing---to transform the real world problem into a mathematical problem
4. Solving the mathematical problem
5. Making sense of the mathematical solution in terms of the real situation.

23. Mathematical thinking and reasoning. Mathematical argumentation
COMPETENCIES NEEDED FOR MATHEMATICAL LITERACY
Mathematical thinking and reasoning.
Mathematical argumentation
Mathematical communication
Problem posing and solving
Representation.
Symbols
Tools and technology

24. What students can typically do
Levels of proficiency in mathematics in PISA 2015
Level
What students can typically do 6
At level 6, students can conceptualize, generalize and utilize information based on their investigations and modeling complex problem situations and can use their knowledge in relatively nonstandard contexts 5
At level 5, students can develop and work with models for complex situations, identifying constrains and specifying assumptions. 4
At level 4, students can work effectively with explicity models for complex concrete situations that may involve constrains or call for making assumptions. 3
At level 3, students can execute clearly described procedures, including those that require sequential decisions. 2
At level 2, students can interpret and recognize situations in contexts that require no more than direct inference. 1
At level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined.

25. THANK YOU