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What have we learned from PISA and TIMSS? What have we learned from PISA and TIMSS?

What have we learned from PISA and TIMSS? - PowerPoint Presentation

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What have we learned from PISA and TIMSS? - PPT Presentation

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

pisa science related students science pisa students related average 2015 countries scientific girls gender year oecd inquiry singapore enjoyment

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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?