PISA 2022 Assessment and Analytical Framework
This report presents the conceptual foundations of the OECD Programme for International Student Assessment (PISA), now in its eighth cycle of comprehensive and rigorous international surveys of student knowledge and skills that are essential for full participation in modern societies. As in previous...
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| Autor Corporativo: | |
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Paris :
OECD Publishing
2023.
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| Edición: | 1st ed |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009764928806719 |
Tabla de Contenidos:
- Intro
- Foreword
- 1 What is PISA?
- What makes PISA unique
- The PISA 2022 test
- An overview of what is assessed in each domain
- The evolution of reporting student performance in PISA
- The context questionnaires
- A collaborative project
- 2 PISA 2022 Mathematics Framework
- Introduction
- Definition of mathematical literacy
- A view of mathematically literate individuals in PISA 2022
- An explicit link to a variety of contexts for problems in PISA 2022
- A visible role for mathematical tools, including technology, in PISA 2022
- Organisation of the domain
- Mathematical reasoning and problem-solving processes
- Mathematical reasoning
- Understanding quantity, number systems and their algebraic properties
- Appreciating the power of abstraction and symbolic representation
- Seeing mathematical structures and their regularities
- Recognising functional relationships between quantities
- Using mathematical modelling as a lens onto the real world
- Understanding variation as the heart of statistics
- Problem solving
- Formulating situations mathematically
- Employing mathematical concepts, facts and procedures
- Interpreting, applying and evaluating mathematical outcomes
- Mathematical content knowledge
- Change and relationships
- Space and shape
- Quantity
- Uncertainty and data
- Content topics for guiding the assessment of mathematical literacy of 15-year-old students
- Contexts for the assessment items and selected 21st Century skills
- Contexts
- 21st Century skills
- Assessing mathematical literacy
- Structure of the PISA 2022 mathematics assessment
- Desired distribution of score points by mathematical reasoning and problem-solving process
- Desired distribution of score points by content category
- A range of item difficulties
- Computer-based assessment of mathematics.
- Design of the PISA 2022 mathematics items
- Item scoring
- Reporting proficiency in mathematics
- Mathematical literacy and the background questionnaires
- Mathematical reasoning
- Computational thinking
- Four focal content areas
- 21st Century skills in the context of mathematics
- Conclusion
- References
- Notes
- Annex 2.A. Illustrative examples
- Smartphone use
- The beauty of powers
- Always sometimes never
- Tiling
- Purchasing decision
- Navigation
- Savings simulation
- 3 PISA 2022 Financial Literacy Framework
- Background
- Introduction
- Growing policy relevance of financial literacy for young people
- Trends in the financial landscape
- Access to money and financial products and services from a young age
- Widespread emergence of digital financial products and services
- Demographic and socio-economic trends
- Risk shift and increased individual responsibility
- Financing higher education
- Expected benefits of financial education and improved levels of financial literacy
- The continued need for data
- Defining financial literacy
- Financial literacy…
- …is knowledge and understanding of financial concepts and risks…
- …as well as the skills…
- …and attitudes…
- …to apply such knowledge and understanding in order to make effective decisions…
- …across a range of financial contexts…
- …to improve the financial well-being of individuals and society…
- …and to enable participation in economic life.
- Organising the domain
- Content
- Money and transactions
- Planning and managing finances
- Risk and reward
- Financial landscape
- Processes
- Identify financial information
- Analyse financial information and situations
- Evaluate financial issues
- Apply financial knowledge and understanding
- Contexts
- Education and work
- Home and family
- Individual
- Societal.
- Non-cognitive factors
- Access to information and education
- Access to and use of money and financial products
- Financial attitudes
- Financial behaviour
- Assessing financial literacy
- The structure of the assessment
- Response formats and coding
- Distribution of score points
- The interaction of financial literacy with knowledge and skills in other domains
- Reporting financial literacy
- Financial literacy scale
- Proficiency levels
- Dataset
- References
- Notes
- 4 PISA 2022 Creative Thinking Framework
- Why assess creative thinking in the 2022 PISA cycle?
- Creative thinking is a key competence
- Creative thinking can and should be developed through education
- A principled assessment design process: Evidence-Centred Design as a guiding framework for the PISA 2022 Creative Thinking assessment
- Defining the assessment domain: Understanding creativity and creative thinking
- Creativity is a multidimensional construct
- Creativity can manifest in different types of ways
- Creativity draws on both domain-general and domain-specific resources
- Defining the construct for the PISA 2022 assessment
- The PISA 2022 definition of creative thinking
- Unpacking creative thinking in the classroom
- Internal resources
- Cognitive skills
- Domain readiness
- Openness to experience and intellect
- Goal orientation and creative self-beliefs
- Task motivation
- Collaborative engagement
- External factors
- Cultural norms and expectations
- Educational approaches
- Classroom climate
- Creative engagement
- Creative expression
- Knowledge creation
- Creative problem solving
- Implications of the domain and construct analysis for the test and task design
- Objective and focus of the PISA 2022 Creative Thinking assessment
- Assessment instruments: cognitive test and questionnaire modules.
- Measuring creative thinking in the PISA test: task design and scoring approach
- The competency model of creative thinking
- Generate diverse ideas
- Generate creative ideas
- Evaluate and improve ideas
- Domains of creative thinking
- Written expression
- Visual expression
- Social problem solving
- Scientific problem solving
- Scoring the tasks
- Scoring of 'generate diverse ideas' items
- Scoring of 'generate creative ideas' items
- Scoring of 'evaluate and improve ideas' items
- Assembling the test
- Test and unit design
- Refining the item pool for the PISA 2022 Main Survey
- Validating the tasks and scoring methods
- Optimising cross-cultural validity and comparability of the construct (construct equivalence)
- Ensuring cross-cultural validity and comparability of the tasks (test equivalence)
- The PISA background questionnaires for creative thinking
- Curiosity and exploration
- Creative self-efficacy
- Beliefs about creativity
- Creative activities in the classroom and at school
- Social environment
- References
- Notes
- 5 PISA 2022 Context Questionnaire Framework: Balancing Trends and Innovation
- Glossary
- Introduction
- Aims of the PISA Questionnaires
- Outline of the PISA 2022 Context Questionnaire Framework
- Balancing re-administration of questions from previous cycles with new development
- Guidelines for re-administration of questions from previous years
- Guidelines for new development
- PISA 2022 Context Questionnaire Framework taxonomy
- Classification based on relationships to PISA content domains
- Domain-specific constructs
- General constructs
- Classification based on Educational Policy Areas
- Student background
- Student beliefs, attitudes, feelings, and behaviours
- Teaching practices and learning opportunities
- School practices, policies, and infrastructure.
- Governance, system-level policies and practices
- Detailed overview of PISA 2022 modules
- Basic demographics
- Economic, Social, and Cultural Status (ESCS)
- Educational pathways and post-secondary aspirations
- Migration and language exposure
- PISA preparation and effort
- School culture and climate
- Subject-specific beliefs, attitudes, feelings, and behaviours
- General social and emotional characteristics
- Health and well-being
- Out-of-school experiences
- School type and infrastructure
- Selection and enrolment
- School autonomy
- Organisation of student learning at school
- Exposure to mathematics content
- Mathematics teacher behaviours
- Teacher qualification, training, and professional development
- Assessment, evaluation and accountability
- Parental/guardian involvement and support
- Creative thinking
- Global crises
- PISA 2022 Survey Design Principles
- Question types
- Use of Matrix Questions
- Use of alternative item formats
- Minimize use of open-ended fill-in-the-blank questions
- Question wording
- Use of positive and negative statements
- Contextual cue placement
- Avoid multi-barrelled statements
- Choose a meaningful number of examples
- Minimise surface-level similarities in wording across matrix question items
- Response options
- Number of options
- Use of agreement and frequency scales
- Harmonizing directionality of response options
- Scaled indices
- Distinguishing manifest, reflective, and formative constructs
- Number of Items per Scaled Index
- Routing
- Matrix Sampling
- Log file data
- References
- 6 PISA 2022 ICT Framework
- Introduction
- Why develop a framework to assess the integration of information and communication technologies in teaching and learning?
- Objectives of the PISA 2022 ICT Framework.
- Overall conceptual framework guiding the assessment of students' interaction with ICT in PISA 2022.
