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International comparisons of science and mathematics education : PISA and TIMSS

International comparisons of science and mathematics education : PISA and TIMSS. Harrie Eijkelhof. Outline of this session. Why comparing countries ? PISA Mathematics Science TIMSS Grade 4 & 8 Video study Implications of comparing countries Learning from other countries.

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International comparisons of science and mathematics education : PISA and TIMSS

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  1. International comparisons of science andmathematicseducation: PISA and TIMSS Harrie Eijkelhof

  2. Outline of thissession • Whycomparingcountries? • PISA • Mathematics • Science • TIMSS • Grade 4 & 8 • Video study • Implications of comparing countries • Learning from other countries Summerschool

  3. Why comparing countries in science and mathematics education? • Economic importance of science and mathematics education • Internationalisation: mobility of students • Tool for educational policy: monitoring, reform • Learning from other systems: relative strengths and weaknesses Summerschool

  4. Programme for International Student Assessment (PISA) • Created in 1997 by OECD • Aim: to monitor outcomes of educational systems in terms of student achievement • Age: 15 years • Surveysevery 3 yearssince 2000 in reading, mathematicalandscientificliteracy • 2000 reading, math, science [43] • 2003 reading, math, science [41] • 2006 reading, math, science[57] • 2009 reading, math, science [65] • 2012 reading, math, science [65] • 2015 reading, math, science[?? ] http://www.youtube.com/watch?v=q1I9tuScLUA Summerschool

  5. Focus of PISA • Collaborative effort: OECD + non-member partner economies • To measure how well students at age 15 are prepared to meet challenges in future life • Beyond school-based approach: use of knowledge in everyday tasks and challenges • Based on model of lifelong learning • Not only assessing knowledge: also how to apply knowledge in real-life issues Summerschool

  6. PISA-definition of Mathematical literacy An individual’scapacity: • toidentifyandunderstand the rolethatmathematicsplays in the world, • to make well-foundedjudgements, • touseandengagewithmathematics in waysthat meet the needs of thatindividual’s life as a constructive, concernedandreflectivecitizen. Summerschool

  7. PISA-definition of Scientificliteracy Summerschool

  8. PISA 2009 Mathematical Literacy Framework • Contexts, variety of situations: • Personal • Occupational • Public • Scientific • Mathematical content, 4 overarching ideas: • Space and shape • Change and relationships • Quantity • Uncertainty • Mathematical competencies, 3 clusters: • Reproduction • Connections • Reflection Summerschool

  9. PISA 2015 ScientificLiteracy Framework Summerschool

  10. Contexts for the PISA 2015 science assessment Summerschool

  11. Scientific knowledge Of science: • Physical systems • Living systems • Earth andspace systems About science: • Procedural knowledge: variables, measurement, replicability, representing data, control of variables • Epistemic knowledge: purposes, nature, values, justification, errors, collaboration and critique Summerschool

  12. Attitudes in science (PISA2015) • Interest in science: e.g. curiosity, willingness to acquire knowledge, career aspirations • Valuing scientific approaches to enquiry: e.g. commitment to evidence, criticism • Environmental awareness: e.g. concern, disposition to sustainable behaviour Summerschool

  13. Sample PISA-items (released) • Study 5 sample questions • Look at • the question type (open/closed) • difficulty • Giveyour opinion on the natureand level of the questions: feasible in your country? Summerschool

  14. PISA-questions MATHEMATICS EXAMPLES Question 1: Savings Account 1 000 zed is put into a savings account at a bank. There are two choices: one can get an annual rate of 4% OR one can get an immediate 10 zed bonus from the bank, and a 3% annual rate. Which option is better after one year? After two years? Summerschool

  15. Question 2: SCIENCE TESTS In Mei Lin’s school, her science teacher gives tests that are marked out of 100. Mei Lin has an average of 60 marks on her first four Science tests. On the fifth test she got 80 marks. What is the average of Mei Lin’s marks in Science after all five tests? Average: ............................................... Summerschool

  16. Question 3: EXCHANGE RATE Mei-Ling from Singapore was preparing to go to South Africa for 3 months as an exchange student. She needed to change some Singapore dollars (SGD) into South African rand (ZAR). Question A: EXCHANGE RATE Mei-Ling found out that the exchange rate between Singapore dollars and South African rand was: 1 SGD = 4.2 ZAR Mei-Ling changed 3000 Singapore dollars into South African rand at this exchange rate. How much money in South African rand did Mei-Ling get? Answer: ................................................. Question B: EXCHANGE RATE On returning to Singapore after 3 months, Mei-Ling had 3 900 ZAR left. She changed this back to Singapore dollars, noting that the exchange rate had changed to: 1 SGD = 4.0 ZAR How much money in Singapore dollars did Mei-Ling get? Answer: ................................................. Question C: EXCHANGE RATE During these 3 months the exchange rate had changed from 4.2 to 4.0 ZAR per SGD. Was it in Mei-Ling’s favour that the exchange rate now was 4.0 ZAR instead of 4.2 ZAR, when she changed her South African rand back to Singapore dollars? Give an explanation to support your answer. Summerschool

  17. Question 4: SUPPORT FOR THE PRESIDENT In Zedland, opinion polls were conducted to find out the level of support for the President in the forthcoming election. Four newspaper publishers did separate nationwide polls. The results for the four newspaper polls are shown below: Newspaper 1: 36.5% (poll conducted on January 6, with a sample of 500 randomly selected citizens with voting rights) Newspaper 2: 41.0% (poll conducted on January 20, with a sample of 500 randomly selected citizens with voting rights) Newspaper 3: 39.0% (poll conducted on January 20, with a sample of 1000 randomly selected citizens with voting rights) Newspaper 4: 44.5% (poll conducted on January 20, with 1000 readers phoning in to vote). Which newspaper’s result is likely to be the best for predicting the level of support for the President if the election is held on January 25? Give two reasons to support your answer. Summerschool

  18. Question 5: BOOKSHELVES To complete one set of bookshelves a carpenter needs the following components: 4 long wooden panels, 6 short wooden panels, 12 small clips, 2 large clips and 14 screws. The carpenter has in stock 26 long wooden panels, 33 short wooden panels, 200 small clips, 20 large clips and 510 screws. How many sets of bookshelves can the carpenter make? Answer: ................................................. Summerschool

  19. PISA-questions: Science example (1) TOBACCO SMOKING Tobacco is smoked in cigarettes, cigars and pipes. Research shows that tobacco related diseases kill nearly 13 500 people worldwide every day. It is predicted that, by 2020, tobacco-related diseases will cause 12% of all deaths globally. Tobacco smoke contains many harmful substances. The most damaging substances are tar, nicotine and carbon monoxide. Question 8: TOBACCO SMOKING Tobacco smoke is inhaled into the lungs. Tar from the smoke is deposited in the lungs and this prevents the lungs from working properly. Which one of the following is a function of the lungs? A To pump oxygenated blood to all parts of your body B To transfer some of the oxygen that you breathe to your blood C To purify your blood by reducing the carbon dioxide content to zero D To convert carbon dioxide molecules into oxygen molecules SEC Advanced Topic 12/13

  20. PISA-questions: Science example (2) Question 9: TOBACCO SMOKING Tobacco smoking increases the risk of getting lung cancer and some other diseases. Is the risk of getting the following diseases increased by tobacco smoking? Circle “Yes” or “No” in each case. Is the risk of contracting this disease increased by smoking? Bronchitis Yes / No HIV/AIDS Yes / No Chicken pox Yes / No SEC Advanced Topic 12/13

  21. PISA-questions: Science example (3) Question 10: TOBACCO SMOKING Some people use nicotine patches to help them to give up smoking. The patches are put on skin and release nicotine into the blood. This helps to relieve cravings and withdrawal symptoms when people have stopped smoking. To study the effectiveness of nicotine patches, a group of 100 smokers who want to give up smoking is chosen randomly. The group is to be studied for six months. The effectiveness of the nicotine patches is to be measured by finding out how many people in the group have not resumed smoking by the end of the study. Which one of the following is the best experimental design? A All the people in the group wear the patches. B All wear patches except one person who tries to give up smoking without them. C People choose whether or not they will use patches to help give up smoking. D Half are randomly chosen to use patches and the other half do not use them. SEC Advanced Topic 12/13

  22. Pisa tests in schools • Selection of schools • Schoolcoordinator appointed • Random selection of 35 15year olds per school • Permission from parents • Tests session organized by test administrator • 13 different booklets with sets of questions • 2 hours for knowledge testing of students • 30 minutes for student questionnaire: personal background, learning habits, attitudes, motivation • School questionnaire (headmaster): demographic characteristics, quality of the learning environment Summerschool

  23. Proficiency levels mathematics PISA OECD % Level 6 > 669 3.1 Level 5 607 - 669 9.6 Level 4 545 – 607 18.9 Level 3 482 – 545 24.4 Level 2 420 – 482 22.0 Level 1 358 – 420 14.0 Below 1 < 358 8.0 Summerschool

  24. PISA 2009 – cognitive performance Summerschool

  25. U. S. Math Performance inGlobal Perspective(Nov. 2010)E. Hanushek, P. Peterson, L. Woessmann (Harvard University)“We give special attention to math performance because math appears to be the subject in which accomplishment in secondary school is particularly significant for both an individual’s and a country’s economic well-being.Existing research, though not conclusive, indicates that math skillsbetter predict future earnings and other economic outcomes than other skills learned in high school.”“This subject is particularly well suited to rigorous comparisons across countries and cultures. There is a fairly clear international consensus on the math concepts and techniques that need to be mastered and on the order in which those conceptsshould be introduced into the curriculum.” Summerschool

  26. Percentage of students at advanced level in math in countries participating in PISA 2006all Netherlands 17.6 Germany 13.1 USA 6.0 Turkey 3.6 Brazil 0.8 Indonesia 0.2 Summerschool

  27. Percentage of students at advanced level in math in countries participating in PISA 2006 and some U.S. statesall all Netherlands 17.6 Mass. 11.4 Minn. 10.8 Germany 13.1 NY 6.3 USA 6.0 Texas 6.2 N. Dakota 4.8 Turkey 3.6 Wyoming 3.5 Brazil 0.8 Arkansas 3.0 Louisiana 1.7 Indonesia 0.2 Mississippi 1.3 Summerschool

  28. Percentage of students at advanced level in math in countries participating in PISA 2006and in U.S. states (all, whites)all all whiNetherlands 17.6 Mass. 11.4 12.6 Minn. 10.8 12.3 Germany 13.1 NY 6.3 7.7 USA 6.0 Texas 6.2 10.6 N. Dakota 4.8 5.3 Turkey 3.6 Wyoming 3.5 3.8 Brazil 0.8 Arkansas 3.0 3.8 Louisiana 1.7 2.6 Indonesia 0.2 Mississippi 1.3 2.4 Summerschool

  29. Percentage of students at advanced level in math in countries participating in PISA 2006and in U.S. states (all, whites, college educ. parent)all all whi c. ed.par.Netherlands 17.6 Mass. 11.4 12.6 17.1 Minn. 10.8 12.3 15.7Germany 13.1 NY 6.3 7.7 10.0USA 6.0 Texas 6.2 10.6 11.7 N. Dakota 4.8 5.3 6.4Turkey 3.6 Wyoming 3.5 3.8 5.3Brazil 0.8 Arkansas 3.0 3.8 5.4 Louisiana 1.7 2.6 3.0Indonesia 0.2 Mississippi 1.3 2.4 2.2 Summerschool

  30. U. S. Math Performance inGlobal PerspectiveE. Hanushek, P. Peterson, L. Woessmann (Harvard University)Conclusion“In sum, the U.S. trails other industrialized countries in bringing its students up to the highest levels ofaccomplishment in mathematics. It is not a story of some states’ high performance being offset by the low performance of other states. Nor is it a story of immigrant or disadvantaged or minority students hiding the good performance of better prepared students. Comparatively small percentages of white students in the states achieve at a high level. And only a small proportion of the children of our college-educated population is equipped to compete with students in a majority of OECD countries.” Summerschool

  31. How toexplain PISA-results? Give at least five reasons which might explain differences between countries in results. Summerschool

  32. How to explain PISA-results? • Cultural factors • Value of knowledge in society • Value of arguing • Science in the media (TV, journals, newspapers) • Educational factors • Organization of education • Nature of the school curricula • Quality of teaching • Quality of assessment • Investments in education • PISA-factors • Attitude towards PISA-test 15-year olds • Nature of the PISA-questions Summerschool

  33. PISA-sources • http://www.pisa.oecd.org/ • http://www.oecd.org/pisa/pisaproducts/ Summerschool

  34. Trends in International Mathematics and Science Study (TIMSS) • Started in 1995 by IEA (International Associationfor the Evaluation of EducationalAchievement) • Aim: tomeasuremathandscienceknowledgeand skills alignedwith curricula in participatingcountries • Age: grades 4, 8, 12 • Surveysevery 4 years in manycountries: Grade 4 Grade 8 Grade 12 • 1995 26 41 5 • 1999 -- 38 -- • 2003 25 46 -- • 2007 36 48 10 (2008) • 2011 50 42 -- http://timss.bc.edu/timss2011/index.html Summerschool

  35. TIMSS Frameworks and tests • Mathematics • Grade 4 • Content domains: number, geometricshapesandmeasures, data display • Grade 8 • Content domains: number, algebra, geometry, data and chance • Science • Grade 4 • Content domains: life science, physicalscience, earthscience • Grade 8 • Content domains: biology, chemistry, physics, earthscience • Mathematics + Science • Cognitive domains: knowing, applying, reasoning Summerschool

  36. Content and Cognitive Domains Grade 4 Science Mathematics Content Domains 50% Number 35% Geometric Shapes and Measures 15% Data Display Cognitive Domains 40% Knowing 40% Applying 20% Reasoning • Content Domains 45% Life Science 35% Physical Science 20% Earth Science • Cognitive Domains 40% Knowing 40% Applying 20% Reasoning Summerschool

  37. Sample of released math items TIMSS grade 4 1. In a car park, 762 cars were parked in 6 equal rows. How many cars were in each row? 2. Subtract 5.3 – 3.8 3. The temperature at 7 a.m. one morning was 12º. It increased by 2ºC every hour until it reached 20ºC at 11 a.m. What was the temperature at 9 a.m.? a. 14ºC b. 15ºC c. 16ºC d. 17ºC 4. Last year there were 92 boys and 83 girls in Fairmont School. This year there are 210 students, and 97 boys. How many more girls are there this year than last year? Show your work. Summerschool

  38. Sample of released math items TIMSS grade 8 Summerschool

  39. Sample of released science items TIMSS grade 4 • What do birds, bats and butterflies have in common? a. feathers b. hair c. internalskeleton d. wings • Write down one form of energy Earth receives from the sun • Which of these soil changes is due only to natural causes: a. loss of minerals due to farming b. deserts forming due to tree cutting c. flooding due to dam construction d. minerals washing out due to heavy rain Summerschool

  40. Released science item TIMSS grade 4 Summerschool

  41. Sample of released science items TIMSS grade 8 Summerschool

  42. Released science item TIMSS Grade 8 Summerschool

  43. TIMSS Results2011Grades 4 & 8 Math & Science Grade 4 (N=50)Math Science Singapore 606 (1) 583 (2) Korea 605 (2) 587 (1) Hong Kong 602 ( 3) 535 (9) Chinese Taipei 591 (4) 552 (6) Japan 585 (5) 559 (4) Belgium (Flemish) 549 (7) 509 (27) Finland 545 (8) 570 (3) England 542 (9)529 (15) Russian Feder. 542 (10) 552 (5) USA 541 (11) 544 (7) Netherlands 540 (12)531 (14) Germany 528 (16) 528 (17) Norway 495 (29) 494 (33) Tunisia 359 (47) 346 (48) Morocco 335 (49) 264 (49) Yemen 248 (50) 209 (50) No significant difference with NL Grade 8 (N=42) Math Science Korea613 (1) 587(3) Singapore 611 (2) 590 (1) Chinese Taipei 609 (3) 564 (2) Japan570 (5) 558 (4) Russian Feder. 539 (6) 542 (7) Finland 514 (8) 552 (5) USA 509 (9) 525 (10) England 507 (10) 533 (9) Norway 475 (20) 494 (19) Tunisia 425 (32) 439 (29) Qatar 410 (33) 419 (37) Indonesia 386 (38) 406 (40) Morocco 371 (40) 376 (41) Ghana 331 (42) 306 (42) Botswana (G9) 397 404 South Africa (G9) 352 332 Summerschool

  44. Trends Between 1995 and 2011 TIMSS Grade 4 Mathematics CountriesImproving CountriesDeclining Austria CzechRepublic Netherlands • Australia • England • Hong Kong SAR • Iran • Japan • Korea • New Zealand • Norway • Portugal • Singapore • Slovenia • United States Summerschool

  45. Trends Between 1995 and 2011 TIMSS Grade 4 Science CountriesImproving CountriesDeclining Norway • Hong Kong SAR • Hungary • Iran • Japan • Korea • Portugal • Singapore • Slovenia Summerschool

  46. Progress in USA at local levels Minnesota: http://www.youtube.com/watch?v=r4Xbej4Ncow Michigan: http://www.youtube.com/watch?v=AtGlPOp-96M&playnext=1&list=PLF81F896453A0BC40&feature=results_video Summerschool

  47. TIMSS 1999 Video Study Mathematics • http://timssvideo.com/ Summerschool

  48. TIMSS 1999 Video Study Mathematics Summerschool

  49. TIMSS 1999 Video Study Mathematics:features • Purpose • Reviewing previous lesson • Introducing new content • Practicing/applying this new content • Classroom interaction • Public: dialogue directed by teacher or students • Private: students work at seats • Content activity • Independent problem: class working on single problem • Concurrent problems: class working on set of problems • Non-problem: mathematical information Summerschool

  50. TIMSS video 1999: Dutch lesson signature • Little convergence in purpose dimension: Dutch teachers differ in time allocation between purposes • Covergence: • Public interaction until middle of the lessons • Rest of the lessons private interaction • Content activity • First third: independent problems • Rest of the lessons: concurrent problems Summerschool

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