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Workshop: Lessons learnt in implementing reforms after PISA

Workshop: Lessons learnt in implementing reforms after PISA. Jenny Bradshaw. PISA 2015 in Kosovo. An opportunity to engage with educational policies and educational colleagues worldwide Engagement of all is important: Policy-makers Teachers and Schools Students and Parents Media

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Workshop: Lessons learnt in implementing reforms after PISA

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  1. Workshop: Lessons learnt in implementing reforms after PISA Jenny Bradshaw

  2. PISA 2015 in Kosovo • An opportunity to engage with educational policies and educational colleagues worldwide • Engagement of all is important: • Policy-makers • Teachers and Schools • Students and Parents • Media • Research community

  3. Dissemination of PISA Outcomes - Ireland

  4. General Principles of Dissemination • Provide relevant, customised information and feedback to government, media, educational partners, national advisory committee, schools, teachers and the general public. • Adhere to OECD rules on security/embargoes. • Stagger dissemination – main results, later reports • Provide additional analyses relevant to Ireland and issues in Irish education. • Liaise with Irish Department of Education and Skills on all aspects of dissemination.

  5. Briefing the Media • Meet with media on afternoon prior to release of first international results • Meeting attended by Minister for Education, Chief Inspector, and PISA Researchers • Presentation of results under embargo. • Television, Radio interviews immediately afterwards • Press Releases (including releases for OECD thematic reports such as Problem Solving)

  6. Briefing the Educational Partners • Coincides with release of international PISA report • Attended by leaders of teacher unions, members of PISA national advisory committee, university leaders etc. • Includes question and answers session • A focus on academic aspects of PISA, which the media might not be interested in.

  7. The PISA Brochure (for Schools)

  8. Reporting to Schools

  9. Feedback to Schools: Attitudes, Beliefs and Behaviours

  10. Range of Products • Print and digital media • Hard copies of reports – mainly for University Libraries & Education Centres. • Brochures – e.g., Main Report. • Electronic reports on website • Book chapters • Journal articles • Social media (not yet!)

  11. National Reporting - 2012 • National Report released to coincide with launch of international reports. • In 2013, 200 pages plus, but no recommendations (only conclusions) • Some national analyses

  12. Thematic / Research Reports

  13. The Teacher Guides Series

  14. Teacher Guides Series • Five guides published to date. • Guides provide copious examples of PISA test items and information on the performance of students in Ireland. • Guides incorporate results of nationally-administered teacher questionnaires • Include recommendations for schools, teachers and curriculum developers

  15. Engaging teachers in Chile

  16. PISA 2009: getting closer to teachersResearchers and academia • We developed the book: “PISA Assessment of Reading Competencies for the XXI century. Assessment framework and test questions”. This book was addressed to teachers and contained: • General characteristics of PISA • Reading framework • Performance levels for printed reading: main scale and subscales • Performance levels of digital reading • Examples of printed reading tasks • Examples of digital reading tasks • Examples of constructed answered questions and marking exercises • We distributed this book among teachers, students studying to become teachers and teachers of these students at universities.

  17. PISA 2009: getting closer to teachersRegional teacher seminars across the country These seminars had the purpose to explain to teachers what PISA assesses and how to work with the book contents. They included presentations about: • General explanation of PISA and of its results for Chile. • A very simple presentation showing the relation between the PISA reading framework • A presentation of the Reading framework nourished by examples of texts and questions • A spread sheet with information about several items. • An example of the items, including the types of questions asked

  18. PISA 2009: getting closer to teachersTeacher seminar in the Metropolitan Region • More human resources were available, so it was possible to carry out a workshop for marking open ended questions. • Teachers had the opportunity to: • Answer the questions of a given text. • Get acquainted with the marking guides. • Mark real answers of students. • Discuss within a group of 20-25 persons and a monitor, how the marking should have been done.

  19. PISA 2009: getting closer to teachers Key Outcomes • Invitations were addressed to language school teachers in the region, language teachers in teacher training careers and to language students in faculties of education. • Around 200 persons assisted to each of these seminars. • Interest among participants was very high. They appreciated the information and said they were willing to reproduce their experience within their own schools. • At the end of the seminars, participants received the book and the presentations • Teachers appreciated these products and showed more interest than resistance to the contents of the seminars. • They thought that the marking exercise with students’ real answers was very interesting and helpful for the better comprehension of the test.

  20. Thank you ! Find out more about PISA at www.pisa.oecd.org National and international publications The complete micro-level database Email: Jenny.Bradshaw@oecd.org

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