Mesure des compétences et enquête auprès des élèves de 9ème année en Suisse - 2012

Since 2000, every three years, the skills of 15-year-olds and children in their 9th Grade are assessed regarding reading, mathematics and science in more than sixty countries. This long-term study, carried out at regular intervals, gives information on these three areas with each time a particular attention for one of them (literacy in 2009, mathematics in 2012, and the sciences in 2015). It also provides data on students' cross-curricular competencies and motivations. Moreover, this information is linked to the characteristics of educational systems, schools and pupils. Switzerland has compiled additional samples of 9th Grade pupils (11th HarmoS) in the different linguistic regions and a number of cantons (in 2012: AG, BE-g, BE-f, FR-f, GE, JU, NE, SG, SO, TI, VD, VS-g, VS-f) making it possible to make comparisons of pupils' skills at the end of compulsory schooling. For the 2012 survey, by international comparison, Switzerland is slightly above the OECD average in reading, above this average in science and clearly above in mathematics. Regional and cantonal differences are also observed. Individual and structural characteristics have an impact on student performance. The first analyses show that the issue of equality and equity remains a continuing challenge for all school systems and that many factors have an impact on student performance. The impact of students' commitment and motivation on their mathematical skills is also to be noted. In addition, a national report dealt with the following topics: changes in student performance over time, resilient pupils, links between skills and the teaching of mathematics, knowledge of information and communication technologies communication, training after compulsory schooling.

自2000年起，每三年，全球六十余个国家便会针对15岁青少年与九年级学生的阅读、数学与科学素养开展测评。这项定期开展的长期研究，每一轮测评都会侧重上述三大领域中的一项（2009年为读写素养、2012年为数学素养、2015年为科学素养），并同步提供该三大领域的相关数据，同时还会采集学生跨学科能力与学习动机相关信息。此外，该研究数据还与教育体系、学校及学生个体特征存在关联。瑞士还针对不同语言区域与多个州的九年级学生补充采集了样本（该补充样本属于第11届HarmoS项目），2012年涉及的州/区域包括AG、BE-g、BE-f、FR-f、GE、JU、NE、SG、SO、TI、VD、VS-g、VS-f，以此实现义务教育结束阶段学生素养的对比分析。在2012年的国际测评中，瑞士学生的阅读素养略高于经合组织（OECD）平均水平，科学素养超出该平均水平，数学素养则显著高于平均水平。研究同时观测到了区域与州际差异。学生个体与结构特征会对学业表现产生影响。初步分析结果显示，教育公平仍是全球所有教育体系面临的长期挑战，诸多因素均会作用于学生学业表现。此外，学生的学习投入度与动机对其数学素养的影响亦值得关注。另外，一份国家报告还涵盖了以下主题：学生素养随时间的变化趋势、抗逆学生、素养与数学教学的关联、信息与通信技术素养、义务教育后的继续教育情况。