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Trends in Mathematics and Reading Performance Analysis: PISA 2006 Results

Analyzing performance in mathematics and reading based on PISA 2006 results, including trends in Ireland and OECD countries from 2000-2006. Explore gender differences, achievement spread, proficiency levels, and more.

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Trends in Mathematics and Reading Performance Analysis: PISA 2006 Results

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  1. Main achievement outcomes continued. . . . • Performance on mathematics and reading (minor domains) in PISA 2006, including performance by gender • Performance across domains in PISA 2006 • Trends in performance in Ireland and across OECD countries (2000-2006

  2. PISA Mathematics • Major domain in PISA 2003 (85 items) • Minor domain in PISA 2006 (48 items) • Overall scale in 2006; overall proficiency levels, but no subscales • No new items

  3. Sample Question 15 • Quantity – Closed constructed response • Full credit – both maximum (137 zeds) and minimum (80 zeds) correct • Partial credit –maximum or minimum correct

  4. Sample Question 16 • Quantity – Traditional multiple choice • Correct answer: D (12)

  5. Sample Question 17 • Quantity – Short constructed response

  6. Performance on PISA Mathematics (2006) • Mean score for Ireland – 501.5 • Not significantly different from OECD average of 497.7 • Rank: 16th among OECD countries (range: 12th-17th) • Rank: 22nd among 57 participation countries (range: 17th-23rd)

  7. Mathematics: Performance at the 95th Percentile (2006)

  8. Mathematics: Performance at the 5th Percentile (2006)

  9. Spread of Achievement in Mathematics • Can be estimated by finding the difference between scores at the 95th and 5th percentile • Difference in Ireland: 268 points. • OECD average: 299 • Only Finland (267) and Wales (270) have differences close to Ireland’s.

  10. Mathematics – Performance by Proficiency Levels – Ireland and OECD Average

  11. Gender Differences in PISA Mathematics (2006) – Ireland and OECD Average

  12. Gender Differences in Ireland– Mathematics Proficiency Levels (2006)

  13. Explaining Gender Differences in Mathematics • Structure of test (e.g., impact of Space & Shape items) • Item type (multiple-choice vs. constructed response) • Nature of the PISA mathematics tasks • Contrast with Junior Certificate examination where females achieve more A and B grades in mathematics at higher and ordinary levels • Presentation by Seán Close this afternoon to examine gender differences in detail.

  14. Trends in Achievement (2000-2006) • Complexity in establishing trends over time as domains shift from major to minor • Mix of items (e.g., effect on reading score of many reading vs. many science items) • Reconfiguration of items into new clusters to meet framework specifications • Characteristics of the particular set of linking items used (country interaction)

  15. Trends in Mathematics (2003-2006) • Major to minor domain from 2003 to 2006 • 48 ‘common items’ • Neither Ireland’s overall mean scores, nor the OECD country average scores, changed between the two years. • No significant differences in Ireland at the 5th or 95th percentiles, though the score of students in Ireland at the 95th was 7 points lower in 2006.

  16. Trends in Mathematics (2003-2006) – Mean Scores, Ireland and OECD Average

  17. Trends in Mathematics (2003-2006) • Students in Mexico (+20) and Greece (+14) registered significantly higher mean scores in 2006. • Students in France (-15), Iceland (-10) and Belgium (-9) had significantly lower mean scores. • Students in Denmark and The Netherlands scoring at the 95th percentile had significantly lower scores in 2006.

  18. PISA Reading Literacy • Major domain in PISA 2000 (141 items) • Minor domain in PISA 2003/2006 (28 items) • Overall scale in 2006; overall proficiency levels, but no subscales • Items drawn from 3 reading processes: retrieve (25%), interpret (50%), and reflect/evaluate (25%) • No new items

  19. Sample Reading Literacy Item – Q. 1

  20. Sample Reading Literacy Item – Q. 2 • List two examples. . . Interpretation of text. • Answer – two of 3 possible answers • High level of difficulty

  21. Performance on PISA Reading Literacy (2006) • Mean score for Ireland – 517.3 • Significantly higher than OECD average of 491.8 • Rank: 5th among OECD countries (range: 4-6) • 6th among 56 participating countries (range: 5-8) (US missing for reading)

  22. Reading: Performance at the 95th Percentile (2006)

  23. Reading Literacy: Performance at the 5th Percentile (2006)

  24. Spread of Achievement in Reading Literacy • Based on difference between scores at the 95th and 5th percentile • Difference in Ireland: 303 points. • OECD average: 324 • Korea (289), Finland (265) and Denmark (293) have smaller gaps, indicating a more homogeneous spread of achievement in those countries.

  25. Reading Literacy – Performance by Proficiency Levels (2006) – Ireland and OECD Average

  26. Gender Differences and Reading Literacy (2006)

  27. Gender Differences in Ireland on Reading Proficiency Levels

  28. Explanation of Gender Differences in Reading Literacy • Emphasis on text type (continuous vs. non-continuous) • Item type (multiple-choice vs. constructed response) • Reading process (retrieve, interpret, reflect/evaluate) • Presentation by Brian Murphy this afternoon will examine differences in more detail

  29. Trends in Reading Literacy (2000-2006) – Mean Scores, Ireland and OECD Average

  30. Trends in Reading Literacy (2000-2006) – Mean Scores • Korea’s mean score increased by 31 points between 2000 and 2006 • Poland’s mean score increased by 29 points between the same years. • Significant declines in mean reading scores in Australia (-15), France (-17), Greece (-14), Iceland (-22), Italy (-19), Japan (-24), Norway (-21), and Spain (-32).

  31. Trends in Reading Literacy (2000-2006) – Performance at Key Benchmarks • Significant (22 point) drop in performance of students in Ireland at 95th percentile in 2003 (relative to 2000), though some of the difference (14 points) was made up in 2006 • No significant differences at 5th percentile. • More comprehensive trend data for reading literacy in 2009, when it becomes a major domain again - the first time a major domain is repeated in PISA.

  32. Trends in Science Performance (2000-2006) • Difficulty in developing trend data going from minor domain Decline in performance on link items in Ireland between 2003 and 2006, but difference not significant. • Significant increases in Mexico (+22.7) and Greece (20.5) and a drop in France (-16) • Ireland performed at about the same level on all three assessments to date –comfortably above the OECD average in 2000, and just above it in 2003 and 2006.

  33. Consistency in Performance across Domains • Most countries tend to perform at a similar level on each domain • The top 4 spots in science, reading and maths are shared between 5 countries • The bottom 4 spots are shared between 6 countries • Ireland shows a more mixed performance, with relatively lower performance in mathematics

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