Transcript Session 6

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Organisation for Economic Cooperation and Development (OECD)
Session 6: EducationInternational databases and
comparisons
Joint OECD/ONS/Government of Norway workshop
“Measurement of non-market output in education and
health”
London, 3-5 October 2006
Michael Davidson
Indicators and Analysis Division
Directorate for Education, OECD
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Aim of presentation
 What
internationally comparative data
and indicators are available for
measuring educational output/outcomes?
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PISA and other data
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3 Available OECD education output data
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Student numbers
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Student instruction hours
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Upper secondary and higher education
Educational attainment of the population
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For ages 7-15
Graduate numbers
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For all levels of education
Stock of qualifications
Programme for International Student
Assessment- PISA
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International student test scores
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PISA
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Measures the knowledge and skills of 15-yearolds in:
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A comprehensive assessment of the yield of
education systems to age 15
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Reading literacy
Mathematics literacy
Scientific literacy
including and beyond the curriculum
Measures what students can do, rather than what
they have learnt
Produces standardised scores
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Mean performance of 500 and standard deviation of
100
Within each subject domain
PISA
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3 yearly cycle with major/minor domains
2000
2003
2006
2009
2012
Reading
Reading
Reading
Reading
Reading
Maths
Maths
Maths
Maths
Maths
Science
Science
Science
Science
Science
 School and student background
questionnaires
 Public/private schools
 Social background of students
 First language; migrant status
 Student engagement and motivation
 57 countries in PISA 2006
 All OECD, EU countries and others
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6 Mean mathematics scores – overall (OECD)
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350
400
450
500
550
600
Finland
Korea
Netherlands
Japan
Canada
Belgium
Switzerland
Australia
New Zealand
Czech Rep.
Iceland
Denmark
France
Sweden
Austria
Germany
Ireland
Slovak Rep.
Norway
Luxembourg
Poland
Hungary
Spain
USA
Portugal
Italy
Greece
Turkey
Mexico
OECD (2004), Learning for tomorrow’s world: First results from PISA 2003, Table 2.5c, p.356.
OECD (2004), Learning for tomorrow’s world: First results from PISA 2003, Table 4.1a, p.383.
Finland
Ireland
Mexico
Canada
Portugal
Spain
100
Netherlands
Iceland
Poland
Denmark
Norway
Luxembourg
Austria
Slovak Republic
Korea
Czech Republic
Hungary
Greece
Sweden
United States
Australia
Italy
Germany
New Zealand
Switzerland
Japan
Belgium
Turkey
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Variation in student performance in
mathematics
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120
OECD average variation
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60
40
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0
Finland
Korea
Netherlands
Japan
Canada
Belgium
Switzerland
Australia
New Zealand
Czech
Iceland
Denmark
France
Sweden
Austria
Germany
Ireland
Slovak
Norway
Luxembourg
Hungary
Poland
Spain
United
Italy
Portugal
Greece
Turkey
Mexico
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Mean scores in mathematics performance (2003)
Raw scores and scores adjusted as if the mean ESCS would be equal
in all OECD countries
Mean score
Adjusted mean score
550
500
450
400
350
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Other relevant data series
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PISA
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TIMSS (Trends in maths and science)
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=> up to end of lower secondary education…
Plus earlier assessment in the future?
Assessments in 4th and 8th grades in maths and science
4-yearly cycle, most recent in 2003
More curriculum focussed than PISA
Less comprehensive country coverage of OECD/EU countries
than PISA
PIRLS (Progress in International Reading Literacy
Study)
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4th grade reading literacy
5 yearly cycle, first in 2001, next in 2006
Country coverage more like TIMSS than PISA
Upper secondary and Higher
Education
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 No
similar international student
assessments….yet
 Available data on graduate numbers and
rates
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But these measure output quantity not
quality
How to treat non-completers?
 Labour
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market outcomes relevant?
Comparative employment rates
Earnings differentials
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Summary
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For schooling up to lower secondary education
PISA can provide useful output and outcome
measures, noting:
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Other international studies can complement
this
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It is a yield measure
Equity as well as quality is a desirable outcome
Different phasing; country coverage
But differences in methodology with PISA
Upper secondary and higher education have to
reply on more traditional measures
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Student numbers, graduates or possibly labour
market outcomes
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Thank you for listening