Becca Knowles Head of Network STEM Learning Network PISA Programme for International Student Assessment Ambitious education reforms fail to lift UK PISA ratings Financial Times PISA tests UK lags behind in global rankings ID: 575336
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Slide1
What have we learned from PISA and TIMSS?
Becca Knowles
Head of Network STEM Learning NetworkSlide2
PISA Programme for International Student Assessment
“Ambitious education reforms fail to lift UK PISA ratings.”
—Financial Times
“PISA tests - UK lags behind in global rankings.”—BBC
“UK teenagers lag behind peers in maths, science and reading, global report reveals.”—Telegraph
“Why Australia’s PISA results are a catastrophe.”
—The Australian Financial Review Slide3
Achievement
Expectation
of science-related careers
Enjoyment/EngagementAustralia, Canada, Ireland, Portugal, Singapore, Slovenia,UKSlide4
PISA and the UK;
Australia, Canada, Ireland, Portugal, Singapore, Slovenia and the United Kingdom are high performers
in science
. Their 15-year-old students hold strong beliefs about the value of scientific enquiry, and larger-than-average proportions of students in these countries expect to work in a science-related occupation later on. PISA 2015, OECD. Slide5
UK – Science: a
chievement
UK moved from 21
st to 15th in overall rankings for science (test scores). Although UK boys previously achieved higher average score in science than girls, no evidence of gender gap in 2015. Difference in science performance associated withself-efficacy is more than 25 points in Australia, Ireland, Malta, NZ, Singapore, Chinese Taipei & UK. UK represents 5% of overall number of science top performers globally (Singapore 1%, US 20%). Slide6
UK – Science: enjoyment
UK students reporting greater intrinsic motivation –
% of reporting having fun learning science rose from 55% to 67% (2006-2015).
For UK students, one unit increase in reported enjoyment of science is associated with 30 test points difference. However, gender difference in enjoyment not changed for UK student since 2006 – remains bigger than most OECD countries. Slide7
UK – Science; Career-expectations
29% of UK students reporting they expect to work in science—related careers in 2015 (up 11% from 2006
).
18% of low-performing UK students expect to work in science-related careers, compared to 44% of high-performers.Immigrant students in UK are more than twice as likely to expect to work in a science-related career than non-immigrant students who score similarly.Slide8
UK – Science: gender differences
Across UK as a whole – and individually – there is no significant gender difference in average science performance or the share of top performers among boys and girls.
Gender differences in self-efficacy are larger in the UK than on average across OECD countries.
Boys in the UK are more than twice as likely as girls to envisage themselves as science or engineering professionals (17% vs 8%) while girls are three times as likely to envisage themselves as health professionals (20% vs 7%). Slide9
Science/
Eng
professionals Health professionalsICT professionals Science related technicians/ otherBoys
12.2%5.9%4.8%2.1%Girls5.3%
17.4%0.4%0.8%OECD – science-related careersThe good news for Engineering…2nd most popular choice for Boys (after Medical Doctor)
6
th
most popular choice for Girls (after Medical Doctor, other health professions and Architect). Slide10
Linking TIMSS and PISA
Recruitment of teachers
Retention of teachers in the profession
https://www.stem.org.uk/elibrary/resource/116533Slide11
Subject specific challenges
Year 5
(no change from 2011)
Weakest in Earth Science, average life sciences, strongest physical sciencesYear 9 (no change from 2011)Weakest ChemistryStrongest BiologyAverage Earth Science/ PhysicsSlide12
Transition is key
Progress seen for Year 5 (2011) to Year 9 (2015) in science
Large achievement gap for most disadvantaged.
How do we ‘diminish the difference’?Slide13
Scientific Inquiry
PISA
Pupils show strength in evaluating and designing scientific inquiry particularly using evidence to analyse, synthesise and generalise (with an emphasis on unfamiliar contexts)Slide14
Scientific Inquiry
More time is spent in UK schools drawing conclusions from experiments but less time constructing arguments and engaging in class debates on scientific questions.
But…generally lower performance from countries with more Inquiry
led approaches. Slide15
Questions to consider.
What are the implications of the findings for pedagogy and curriculum planning in
Science?
What are the implications of the PISA and TIMSS findings for teacher recruitment, retention and development?Which countries do you think are particularly worth learning from - and how should that happen?