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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经济合作与发展组织（OECD）国际学生评估项目（PISA）是一项由所有成员国以及若干非成员国合作伙伴国共同参与的协作努力，旨在衡量15岁学生在未来生活中可能遇到的挑战的准备程度。选择15岁作为评估年龄是因为在大多数OECD国家，学生在这个年龄接近义务教育阶段的尾声，因此，通过在此时刻进行的评估，可以测量出大约十年教育过程中积累的知识、技能和态度。PISA评估采用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，转向了在日常生活任务和挑战中使用知识。所获得的技能反映了学生将学校所学应用于非学校环境、评估他们的选择并做出决策的能力。在参与政府的共同指导下进行的评估，通过在国家和国际层面上应用科学专业知识，汇集了各国的政策利益。

PISA将特定领域的认知能力评估（如科学、数学和阅读）与学生的家庭背景信息相结合，包括他们的学习方法、对学习环境的认知以及他们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具有高度重视——关于这一问题的提问被置于测试的认知部分。将态度问题与认知问题相结合，使得问题可以针对特定领域进行定位，重点关注对科学的兴趣以及对学生支持科学探究的态度。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）采取措施以在评估材料中实现文化和语言的广泛性，尤其是在国家参与项目条目的开发和修订过程中；以及iii）数据处理方面最先进的技术和方法。这些措施的结合产生了高质量的工具和结果，具有卓越的有效性和可靠性，从而提高了对教育体系以及学生知识、技能和态度的理解。

PISA基于一种终身学习的动态模型，该模型认为，为了成功适应不断变化的世界，个人在其一生中会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，并试图评估他们能够用所学做什么。评估受国家课程共同基础的启发，但不受其限制。因此，尽管它评估学生的知识，但PISA也考察他们反思的能力，以及将他们的知识和经验应用于现实世界问题的能力。例如，为了理解和评估关于食品安全方面的科学建议，成年人不仅需要了解一些关于营养素组成的基本事实，还需要能够应用这些信息。“素养”一词用于概括这一更广泛的知识和技能概念。

PISA旨在通过每三年一次的周期收集信息，并呈现关于学生、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及态度发展的因素，并探讨了这些因素如何相互作用以及这对政策制定的含义。

2006年PISA是1997年由参与国定义的数据策略的第三个周期。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OECD成员国在内的56个国家和地区参与了2006年PISA评估。共同构成了世界上近90%的经济体。

由于PISA的目标是在义务教育仍然普遍存在的年龄评估教育体系的累积产出，因此测试集中在既在学校教育项目中又在工作教育项目中注册的15岁学生。每个国家通常会有5000至10000名学生来自至少150所学校接受测试，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是否获得了在成年生活中所需的更广泛的阅读、数学和科学素养知识及技能。跨学科能力的评估继续是2006年PISA的一个有机组成部分。这种广泛取向的主要原因是：
• 虽然在学校学习中获取具体知识很重要，但该知识在成年生活中的应用取决于更广泛的概念和技能的获得。在科学领域，对植物和动物名称等具体知识的了解，在思考成年社区辩论中的问题（如能源消耗、生物多样性和人类健康）时，不如对广泛主题（如能源消耗、生物多样性和人类健康）的理解有价值。在阅读中，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。在数学中，能够进行定量推理和表示关系或依赖关系的能力，在日常生活中的数学技能应用方面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元素的注意力。这将迫使许多妥协，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。
• 一些广泛的通用技能对于学生的发展至关重要。它们包括沟通、适应性、灵活性、解决问题的能力和信息技术的应用。这些技能贯穿于整个课程，对这些技能的评估需要广泛的跨学科关注。

PISA不是对15岁学生阅读、数学和科学技能的单次跨国评估。它是一个持续的项目，从长远来看，将导致收集各国以及每个国家的不同人口子群体中学生的知识和技能趋势信息。在每次评估中，都会详细测试一个领域，占全部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的成就进行彻底分析，并对趋势进行每三年一次的分析。与PISA之前的周期相似，每个学生在2006年PISA测试上的总时间是两小时，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。每个卷子由足够多的学生填写，以便可以对每个国家以及国家内相关子群体（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。学生还需要花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。
• 与重要人口统计、社会、经济和教育变量相关的背景指标。
• 来自数据收集持续性的趋势指标，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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OECD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

分析单元
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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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问卷旨在收集以下信息：
• 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，如他们的学习态度、习惯和学校内的生活，以及家庭环境
• 学校的各个方面，如学校人力资源和物质资源的质量、公立和私立控制与资金、决策流程和人员配备实践
• 指导背景，包括机构结构类型、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、对不同类型学习情境的偏好、学习风格以及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指导，包括学生对科学的动机、参与度和信心，以及学习策略对科学教学和学习的成就的影响

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Ic主要使用的位置以及使用类型；ii）Ic的信心和态度，包括自我效能感和对计算机的态度；以及iii）ICT的学习背景，重点关注学生在哪里学习使用计算机和互联网。OECD于2003年发布了一份报告，分析了通过此问卷收集的数据，报告标题为《学生是否为技术丰富的世界做好了准备？PISA研究告诉我们什么》（OECD，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的看法以及对科学知识和技能在就业市场上的需求、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。