Based on the results of PISA, recommendations for building an education quality system will be developed

And in fact, if you are involved in the educational process in any capacity, then you are the beneficiary of the processes provided by PISA.

How does participation in PISA research affect the quality of education? Are there any studies and their results on this issue?

The full answer to this question will take too long to fit into the interview, but in short, yes. There have been many such studies, and on our website you can find links to the national websites of the PISA countries and read the results of their research.

What are the main differences between PISA studies and other common international educational studies, such as TIMSS or PIRLS?

These studies focus on what is taught in classrooms, while the PISA program focuses on how students can apply what they have been taught in solving practical problems.

PISA is more of a competency approach than just a knowledge assessment. PISA questions are designed to reveal how students are going to use the acquired knowledge outside the educational context in three main areas – reading, mathematics and science.

For example, in the classroom, for a simple assessment of knowledge in these three areas, students will perform specific types of tasks to use the rules of grammar or punctuation – ie tasks based on assessment of knowledge.

Instead, PISA gives the student a document to review and then complete the practical assignments. For example, when it comes to reading, based on the instructions in the document, you need to understand how to make a long international phone call from the hotel. Or when it comes to math, instead of simple calculations, decide how to use your tools more effectively based on a specific life situation.

Thus, PISA offers real-life tasks that students may encounter outside the educational context. And the results of such assessment, of course, depend on the basic skills that students have acquired in the educational context and reinforced by life circumstances.

Why does PISA evaluate 15-year-old students?

Different countries around the world have different numbers of years of schooling, and the age of 15 around the world is closest to graduation, entering the labor market or transitioning to higher education. And so, with its versatility, this age facilitates comparative research.

What risks can Ukraine face when participating in PISA surveys?

PISA is a very large project that requires commitment, time and other resources from different participants in the process, different institutions. The main risk: if the results are not used effectively, all efforts will be in vain. Therefore, to minimize this risk, Ukraine must pay attention not only to participation in the program, but also to the appropriate use of the results obtained to obtain the necessary knowledge and return in the form of the right solutions.

What results do you think Ukraine will show?

We can’t know that. The first cycle is a kind of setting of landmarks. I think that even outside the usual rating ratings do not matter much. PISA is not a rating agency. The most important thing that PISA gives countries is an understanding of what factors influence effective learning.

You said that you met with representatives of the educational process in Ukraine and learned something about it. What would you advise Ukrainians?

The educational system of Ukraine is extremely dynamic. It is undergoing many new changes. In addition, it has already undergone changes that have not yet yielded results. So I would say that maybe a lot of conceptual changes are done right, but they are not fully implemented. Therefore, recommendation No. 1 is not just to create innovative concepts, but also to fully implement them and communicate them to each student.

Interviewed by Pavel Petrichenko, Osvita.ua

PISA in Ukraine

Based on the results of PISA, recommendations for building an education quality system will be developed

The PISA results will be used to audit schools

The results of the PISA will be used to conduct an institutional audit and develop recommendations for building an internal quality assurance system for education. This was stated by the head of the State Service for Education Quality Ruslan Gurak, commenting on the signing of a Memorandum of Cooperation between UNICEF in Ukraine and Ukrainian governmental and non-governmental organizations.

According to him, the key goal of signing the Memorandum is to improve the quality of education in Ukraine.

“The quality of education is a result, and the quality of educational activity is a process. And in order to build this process well, to evaluate it well, you need to have an understanding of what the learning outcomes are. Therefore, it is very good that we are participating in the PISA study. After all, this is an opportunity to improve our own system for assessing the quality of education, "Gurak said.

An integral part of the memorandum is the road map, which defines the strategy for 2019-2021.

The next cycle of the PISA study will take place in Ukraine in 2021.

PISA in Ukraine

07/31/2019

Maybe adults will start helping children learn not at the limit of physical resources, but reasonably optimize the learning process?

I. Bolshakova: the main conclusion from the PISA study

Author: Inna Bolshakova, Methodist.

Do you know what the main conclusion I made from the PISA study?

We have very cool children) Smart, optimistic, eager to learn, open …

They can be really competitive in the global intellectual labor market. They will be able to make Ukraine strong) This is facilitated by the normal climate of Ukraine, and not so littered territory, normal food compared to other countries, and moderate Ukrainian temperament, and a high level of curiosity. Believe that our children are cool!

For the first time, they solved PISA test tasks without any experience in solving such tasks, experience of real constant work on problem tasks (existing in the mode: memorized – mostly told), doing projects at home alone or with parents without the qualified help of a teacher. ..

I imagine if it was not paper, but a computer … (most students from different countries had computer testing), how would the results have changed …

Results: from reading in norm (basic) and above – 75%, from mathematics (which is much more difficult) – in norm and above – 64%, from natural sciences – 75%.

These are the results of "so-so" compared to other countries. We are in the middle of the list.

The difference between our indicators and the OECD countries:

Students who have not reached the basic level:

reading: we are 25.9% – OECD 22%, difference = 3.9%; mathematics: we are 36% – OECD 24%, the difference = 12%; science: we are 26.4% – OECD 21%, the difference = 5.4%.

That is, almost every fourth student in the world does not reach the basic level. There are fewer such students in developed countries.

Conclusion: maybe adults will finally start helping children learn not at the limit of their physical resources, but intelligently optimize the learning process? Then the results will be better … And to the base all will reach, and the strong will be more) To improve the system must be made constructive REALLY WORKING steps …

There are questions (based on PISA data):1. Why is a lot of study time spent irrationally? And if you increase the number of teaching hours, won’t it be even worse? What to study and for what period of time? Because it seems that our training program is like a Hermione handbag with an expansion function: no matter how much you put in, everything will fit. It is a pity that our brain is without this function: you will push a lot – you will forget even more, and you will not be able to cope with nerves …

2. Why are our children late for school? Why do they have so many school absences? They pass because they don’t want something, their "body" refuses to go where https://123helpme.me/narrative-essay-topics/ …?

Why talk about the enjoyment of life, and then about bullying (within the norm of all countries) and that they miss lessons?

3. Why a small percentage of stable children (these are children from poor families, but with a high level of achievement)? What can be done to make more resilient children?

4. The difference between town and country. How to reduce this difference (really, not by bringing new desks)? I have nothing against desks …. But desks will appear in reports again … I adore desks, how to place them, than to grease, etc. Reminiscent of the story of how Trufaldino placed dishes on the table from the play by Goldoni) No one is interested in the quality of dishes, the main thing – where to put …

Does school alone make the difference between student achievement in urban and rural areas? What are the other influences (tutors, parents’ ability, etc.)? How can distance learning improve the situation?

5. Why do girls learn better than boys? What to do with it?

6. What to do if more than 90% of students want to enter university? Why? How does this relate to the reluctance to learn that teachers talk about?

7. Why teach children in schools, if they can not solve practical problems, although the formulas, apparently, know by heart well? Do they know well? And how do children who have passed the "strong" and "weak" tests study in schools? Did all the strong write strongly and the weak write weakly? Why?

8. There is structured learning (direct instruction) and no – (constructivist approach). What learning strategy works best when teaching reading, math, science? Is it combined? Is it different for children with different levels of academic achievement? There is data on this.

9. You should not abandon the academic nature of education and completely refocus on "life". But we should not ignore the importance of life’s tasks for the study of science. Need to look for balance, How to do it?

The list of questions is long … That’s not all. And this is also a positive result)

P.S. By the way, EIT in mathematics is not the optimization that should be, if you keep the EIT that already was (subjectively).