Programme for International Student Assessment 2006 - Argentina, Australia, Austria...and 54 more

Abstract
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The OECD Programme for International Student Assessment (PISA) is a collaborative effort undertaken by all member countries and a number of non-member partner countries to measure how well students, at age 15, are prepared to meet the challenges they may encounter in future life. Age 15 is chosen because at this age, in most OECD countries, students are approaching the end of compulsory schooling, and so, some measure of the knowledge, skills and attitudes accumulated over approximately ten years of education is gained from an assessment at this time. the PISA assessment takes a broad approach to assessing knowledge, skills and attitudes that reflect current changes in curricula, moving beyond the school based approach towards the use of knowledge in everyday tasks and challenges. the skills acquired reflect the ability of students to continue learning throughout their lives by applying what they learn in school to non-school environments, evaluating their choices and making decisions. the assessment, jointly guided by the participating governments, brings together the policy interests of countries by applying scientific expertise at both national and international levels.

PISA combines the assessment of domain-specific cognitive areas such as science, mathematics and reading with information on students' home background, their approaches to learning, their perceptions of their learning environments and their familiarity with computers. A high priority in PISA 2006 is an innovative assessment of student attitudes towards science - questions about this were contextualised within the cognitive part of the test. Bringing the attitude items closer to the cognitive questions allowed questions to be targeted at specific areas, with the focus on interest in science and students' support for scientific enquiry. Student outcomes are then associated with these background factors.

PISA uses: i) strong quality assurance mechanisms for translation, sampling and test administration; ii) measures to achieve cultural and linguistic breadth in the assessment materials, particularly through countries' participation in the development and revision processes for the production of the items; and iii) state of the art technology and methodology for data handling. the combination of these measures produces high quality instruments and outcomes with superior levels of validity and reliability to improve the understanding of education systems as well as students' knowledge, skills and attitudes.

PISA is based on a dynamic model of lifelong learning in which new knowledge and skills necessary for successful adaptation to a changing world are continuously acquired throughout life. PISA focuses on things that 15-year-old students will need in the future and seeks to assess what they can do with what they have learned. the assessment is informed, but not constrained, by the common denominator of national curricula. thus, while it does assess students' knowledge, PISA also examines their ability to reflect, and to apply their knowledge and experience to real world issues. For example, in order to understand and evaluate scientific advice on food safety an adult would need not only to know some basic facts about the composition of nutrients, but also to be able to apply that information. the term "literacy" is used to encapsulate this broader concept of knowledge and skills.

PISA is designed to collect information through three-yearly cycles and presents data on the reading, mathematical and scientific literacy of students, schools and countries. It provides insights into the factors that influence the development of skills and attitudes at home and at school, and examines how these factors interact and what the implications are for policy development.

PISA 2006 is the third cycle of a data strategy defined in 1997 by participating countries. the results allow national policy makers to compare the performance of their education systems with those of other countries. Similar to the previous cycles, the 2006 assessment covers the domains of reading, mathematical and scientific literacy, with the major focus on scientific literacy. Students also respond to a background questionnaire, and additional supporting information is gathered from the school authorities. Fifty-six countries and regions, including all 30 OECD member countries, are taking part in the PISA 2006 assessment. together, they comprise almost 90% of the world's economy.

Since the aim of PISA is to assess the cumulative yield of education systems at an age where compulsory schooling is still largely universal, testing focused on 15-year-olds enrolled in both school-based and work-based educational programmes. Between 5 000 and 10 000 students from at least 150 schools will typically be tested in each country, providing a good sampling base from which to break down the results according to a range of student characteristics.

The primary aim of the PISA assessment is to determine the extent to which young people have acquired the wider knowledge and skills in reading, mathematical and scientific literacy that they will need in adult life. the assessment of cross-curricular competencies continues to be an integral part of PISA 2006. the main reasons for this broadly oriented approach are:
• Although specific knowledge acquisition is important in school learning, the application of that knowledge in adult life depends crucially on the acquisition of broader concepts and skills. In science, having specific knowledge, such as the names of plants and animals, is of less value than understanding broad topics such as energy consumption, biodiversity and human health in thinking about the issues under debate in the adult community. In reading, the capacity to develop interpretations of written material and to reflect on the content and qualities of text are central skills. In mathematics, being able to reason quantitatively and to represent relationships or dependencies is more apt than the ability to answer familiar textbook questions when it comes to deploying mathematical skills in everyday life.
• In an international setting, a focus on curriculum content would restrict attention to curriculum elements common to all or most countries. this would force many compromises and result in an assessment too narrow to be of value for governments wishing to learn about the strengths and innovations in the education systems of other countries.
• Certain broad, general skills are essential for students to develop. they include communication, adaptability, flexibility, problem solving and the use of information technologies. these skills are developed across the curriculum and an assessment of them requires a broad cross-curricular focus.

PISA is not a single cross-national assessment of the reading, mathematics and science skills of 15-year-old students. It is an ongoing programme that, over the longer term, will lead to the development of a body of information for monitoring trends in the knowledge and skills of students in various countries as well as in different demographic subgroups of each country. On each occasion, one domain will be tested in detail, taking up nearly two-thirds of the total testing time. the major domain was reading literacy in 2000 and mathematical literacy in 2003, and is scientific literacy in 2006. this will provide a thorough analysis of achievement in each area every nine years and a trend analysis every three. Similar to previous cycles of PISA, the total time spent on the PISA 2006 tests by each student is two hours, but information is obtained on about 390 minutes worth of test items. the total set of questions is packaged into 13 linked testing booklets. each booklet is taken by a sufficient number of students for appropriate estimates to be made of the achievement levels on all items by students in each country and in relevant sub-groups within a country (such as males and females, and students from different social and economic contexts). Students also spend 30 minutes answering questions for the context questionnaire.

The PISA assessment provides three main types of outcomes:
• Basic indicators that provide baseline profile of the knowledge and skills of students.
• Contextual indicators that show how such skills relate to important demographic, social, economic and educational variables.
• Indicators on trends that emerge from the on-going nature of the data collection and that show changes in outcome levels and distributions, and in relationships between student-level and school-level background variables and outcomes.

Geographic coverage
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OECD countries
- Australia
- Austria
- Belgium
- Canada
- Czech Republic
- Denmark
- Finland
- France
- Germany
- Greece
- Hungary
- Iceland
- Ireland
- Italy
- Japan
- Korea
- Luxembourg
- Mexico
- Netherlands
- New Zealand
- Norway
- Poland
- Portugal
- Slovak Republic
- Spain
- Sweden
- Switzerland
- Turkey
- United Kingdom
- United States

Partner countries/economies
- Argentina
- Azerbaijan
- Brazil
- Bulgaria
- Chile
- Colombia
- Croatia
- Estonia
- Hong Kong-China
- Indonesia
- Israel
- Jordan
- Kyrgyzstan
- Latvia
- Liechtenstein
- Lithuania
- Macao-China
- Montenegro
- Qatar
- Romania
- Russian Federation
- Serbia
- Slovenia
- Chinese Taipei
- Thailand
- Tunisia
- Uruguay

Analysis unit
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- Individuals
- Schools

Mode of data collection
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Face-to-face [f2f]

Research instrument
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The questionnaires seek information about:
• Students and their family backgrounds, including their economic, social and cultural capital
• Aspects of students' lives, such as their attitudes towards learning, their habits and life inside school, and their family environment
• Aspects of schools, such as the quality of the schools' human and material resources, public and private control and funding, decision-making processes, and staffing practices
• Context of instruction, including institutional structures and types, class size, and the level of parental involvement
• Strategies of self-regulated learning, motivational preferences and goal orientations, self-related cognition mechanisms, action control strategies, preferences for different types of learning situations, learning styles, and social skills required for co-operative or competitive learning
• Aspects of learning and instruction in science, including students' motivation, engagement and confidence with science, and the impact of learning strategies on achievement related to the teaching and learning of science

Two additional questionnaires are offered as international options:
• A computer familiarity questionnaire focusing on: i) availability and use of information and communications technology (ICT), including the location where Ic is mostly used as well as the type of use; ii) Ic confidence and attitudes, including self-efficacy and attitudes towards computers; and iii) learning background of ICT, focusing on where students learned to use computers and the Internet. the OECD published a report resulting from analysis of data collected via this questionnaire in 2003, Are Students Ready for a Technology-Rich World? What PISA Studies Tell Us (OECD , 2005).
• A parent questionnaire focusing on a number of topics including the student's past science activities, parents' views on the student's school, parents' views on science in the student's intended career and the need for scientific knowledge and skills in the job market, parents' views on science and the environment, the cost of education services, and parents' education and occupation.

摘要
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经合组织国际学生评估项目（PISA）是由所有成员国以及若干非成员国合作伙伴共同发起的一项协作项目，旨在衡量15岁学生在未来生活中可能遇到的挑战方面准备情况。选择15岁作为评估年龄，是因为在大多数经合组织国家，学生在这个年龄接近义务教育结束，因此，通过此次评估可以衡量他们大约十年教育过程中积累的知识、技能和态度。PISA评估采取了一种广泛的方法来评估知识、技能和态度，这种方法反映了当前课程的变化，超越了基于学校的知识应用方法，转向了日常任务和挑战中的知识应用。所获得的能力反映了学生将所学知识应用于非学校环境、评估选择和做出决策的能力。该评估由参与国政府共同指导，通过在国家和国际层面应用科学专业知识，将国家的政策利益结合在一起。
PISA将特定认知领域的评估与学生的家庭背景信息相结合，例如科学、数学和阅读，以及他们的学习方式、对学习环境的看法和对计算机的熟悉程度。在2006年PISA中，对科学态度的创新性评估被视为重中之重——有关这些问题被置于测试的认知部分。将态度项目与认知问题更紧密地结合，使得问题可以针对特定领域进行定位，重点在于对科学的兴趣和学生对科学探索的支持。学生的成果随后与这些背景因素相关联。
PISA采用以下措施：i）强大的质量保证机制，包括翻译、抽样和测试管理；ii）采取措施实现评估材料的跨文化和语言广度，尤其是通过各国参与项目条目的开发和修订过程；以及iii）数据处理的尖端技术和方法。这些措施的结合产生了高质量的工具和结果，具有优越的有效性和可靠性水平，以改善对教育体系以及学生知识、技能和态度的理解。
PISA基于终身学习的动态模型，该模型认为，为了成功地适应不断变化的世界，个人需要在整个生命周期中不断获取新的知识和技能。PISA关注15岁学生未来所需的东西，并试图评估他们如何运用所学知识。评估受国家课程共同基础的启发，但不受其限制。因此，虽然它评估了学生的知识，但PISA还考察了他们反思的能力，以及将知识和经验应用于现实世界问题的能力。例如，为了理解和评估有关食品安全问题的科学建议，成年人不仅需要了解有关营养成分的一些基本事实，还需要能够应用这些信息。术语“素养”用于概括这一更广泛的知识和技能概念。
PISA旨在通过每三年一个周期的调查收集信息，并呈现有关学生、学校和国家的阅读、数学和科学素养数据。它揭示了影响家庭和学校技能与态度发展的因素，并考察了这些因素如何相互作用以及这些因素对政策制定的意义。
PISA 2006是1997年由参与国确定的第三个数据策略周期。结果允许国家政策制定者比较其教育体系与其他国家的表现。与之前的周期相似，2006年的评估涵盖了阅读、数学和科学素养领域，主要关注科学素养。学生还回答了背景问卷，并从学校当局收集了额外的辅助信息。包括所有30个经合组织成员国在内的56个国家和地区参与了PISA 2006评估。它们共同构成了近90%的世界经济。
由于PISA的目的是评估教育体系在义务教育仍然普遍的年龄段的累积产出，因此测试重点放在了学校教育和职业教育项目中的15岁学生身上。每个国家通常会有5,000至10,000名来自至少150所学校的学生接受测试，从而为根据一系列学生特征分解结果提供了一个良好的抽样基础。
PISA评估的主要目标是确定年轻人获取阅读、数学和科学素养的广泛知识和技能的程度，这些知识和技能将有助于他们成年后的生活。跨学科能力的评估仍然是PISA 2006的一个有机组成部分。这种广泛导向的方法的主要原因是：
•尽管在学校学习中具体知识获取很重要，但将这种知识应用于成年生活取决于更广泛的概念和技能的获取。在科学领域，对于植物和动物名称等具体知识的了解，在思考成年社区中辩论的问题时，不如对能源消耗、生物多样性和人类健康等广泛主题的理解有价值。在阅读方面，发展对书面材料的解释能力和反思文本内容和品质的能力是核心技能。在数学方面，能够进行定量推理和表示关系或依赖性，在将数学技能应用于日常生活时，比回答熟悉的教科书问题更为恰当。
•在国际环境中，关注课程内容将限制对各国或大多数国家共有的课程要素的关注。这将迫使许多妥协，并导致评估过于狭窄，对希望了解其他国家教育体系优势和创新的政府来说没有价值。
•某些广泛的通用技能对于学生的发展至关重要。这些技能包括沟通、适应性、灵活性、问题解决和信息技术的应用。这些技能贯穿于整个课程，对其评估需要广泛的跨学科关注。
PISA不是一个针对15岁学生的阅读、数学和科学技能的单个跨国评估。它是一个持续的项目，从长远来看，将导致形成信息库，用于监测不同国家和不同国家的人口子群体中学生的知识和技能趋势。在每次评估中，都会详细测试一个领域，占据总测试时间的近三分之二。2000年的主要领域是阅读素养，2003年是数学素养，2006年是科学素养。这将每九年对每个领域进行一次彻底分析，并对每三年进行一次趋势分析。与之前的PISA周期相似，每个学生花费在PISA 2006测试上的总时间是两个小时，但获得了大约390分钟测试项目的信息。整个问题集被包装成13个相互关联的测试卷子。每个卷子都有足够多的学生参与，以便对每个国家和国家相关子群体（如男性和女性，以及来自不同社会和经济背景的学生）的所有项目的成就水平进行适当的估计。学生还花费30分钟回答背景问卷。
PISA评估提供了三种主要类型的结果：
•基本指标，提供学生知识和技能的基线轮廓。
•背景指标，表明这些技能如何与重要的人口、社会、经济和教育变量相关。
•趋势指标，来自持续的数据收集性质，表明结果水平和分布的变化，以及学生级和学校级背景变量与结果之间的关系。
地理覆盖范围
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经合组织国家
- 澳大利亚
- 奥地利
- 比利时
- 加拿大
- 捷克共和国
- 丹麦
- 芬兰
- 法国
- 德国
- 希腊
- 匈牙利
- 冰岛
- 爱尔兰
- 意大利
- 日本
- 韩国
- 卢森堡
- 墨西哥
- 荷兰
- 新西兰
- 挪威
- 波兰
- 葡萄牙
- 斯洛伐克共和国
- 西班牙
- 瑞典
- 瑞士
- 土耳其
- 英国
- 美国
合作伙伴国家/经济体
- 阿根廷
- 阿塞拜疆
- 巴西
- 保加利亚
- 智利
- 哥伦比亚
- 克罗地亚
- 爱沙尼亚
- 中国香港
- 印度尼西亚
- 以色列
- 约旦
- 吉尔吉斯斯坦
- 拉脱维亚
- 列支敦士登
- 立陶宛
- 中国澳门
- 黑山
- 卡塔尔
- 罗马尼亚
- 俄罗斯联邦
- 塞尔维亚
- 斯洛文尼亚
- 中国台湾
- 泰国
- 突尼斯
- 乌拉圭
分析单位
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- 个人
- 学校
数据收集方式
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面对面（f2f）
研究工具
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问卷旨在了解以下信息：
•学生及其家庭背景，包括他们的经济、社会和文化资本
•学生生活的各个方面，例如他们对学习的态度、在学校的生活习惯和家庭环境
•学校的各个方面，例如学校人力资源和物质资源的质量、公立和私立控制与资助、决策过程和人事实践
•教学背景，包括制度结构类型、班级规模和家长的参与程度
•自我调节学习策略、动机偏好和目标导向、自我相关认知机制、行动控制策略、对不同类型学习情景的偏好、学习风格和合作或竞争学习所需的社会技能
•科学学习和教学方面的学习与教学，包括学生对科学的动机、参与度和自信心，以及学习策略对与科学教学和学习相关的成就的影响
提供两项额外的国际问卷选项：
•一份计算机熟悉度问卷，重点关注：i）信息和通信技术（ICT）的可用性和使用，包括ICT主要使用的位置以及使用类型；ii）ICT信心和态度，包括自我效能感和对计算机的态度；以及iii）ICT学习背景，重点关注学生在哪里学会了使用计算机和互联网。
经合组织于2003年通过分析通过此问卷收集的数据发布了一份报告，题为《为技术丰富的世界做好准备？PISA研究告诉我们什么》（经合组织，2005年）。
•一份家长问卷，重点关注包括学生的过去科学活动、家长对学生学校的看法、家长对学生未来职业中科学看法、在就业市场中科学知识和技能的需求、家长对科学和环境的看法、教育服务的成本以及家长的教育和职业在内的多个主题。