The results of the 2012 Programme for International Student Assessment (PISA) have been released, comparing student performance in 65 countries around the world.
The PISA study asks “What do 15-year-olds know and what can they do with what they know?” The study included all 34 OECD countries and 31 partner countries and economies, surveying about 510 000 students around the world. Students were assessed on their reading, mathematics, science, and problem-solving skills.
China came out on top, with Shanghai clinching the highest scores in maths, reading, and science. Hong Kong, Taiwan, and Macao were also among the top ranked regions. Singapore was ranked second, followed closely by Korea and Japan. Three European countries rounded out the top ten: Liechtenstein, Switzerland, and the Netherlands.
The PISA study emphasized the importance of maths education, citing the subject as a crucial skill for productivity in the modern economy. Meanwhile, students’ abilities in maths are decreasing, according to the PISA trend data. Over 60% of the countries in the study performed worse in 2012 than in 2003. Many students, about 30%, reported feeling helpless when doing maths problems.
The study is conducted every three years, so countries can see how their performance has changed over time. Italy, Poland and Portugal in particular have shown improvement in maths. Between 2003 and 2012, these countries increased their share of top-performing students and decreased their share of low performers.
In addition to assessing student performance, the study included a background questionnaire about the students’ home life, schools, and learning experiences. Students with parents who have high expectations of them tend to have more perseverance, greater intrinsic motivation to learn maths, and more confidence in their own abilities. Socio-economically disadvantaged students scored lower in mathematics and had lower motivation, drive, and belief in themselves.
The PISA study identified certain characteristics of high-performing school systems. One important observation was that more money did not always mean better results. Above a certain level of expenditure per student, what matters is not how much is allocated, but how equitably resources are allocated. School systems that distributed their resources more equitably were more successful. Highly stratified school systems, such as those that separated students into different tracks or institutions based on performance, ended up having lower overall scores.
The full results of the study are available at the OECD-PISA website. On 4 December 2013, there will be a webinar given by Andreas Schleicher, OECD Deputy Director for Education and Skills, to present the results of the survey.
The tasks of the artist in between this self-organizing process is firstly in the preparation of the used objects which are mostly liquids.
Planning change and innovation is about managing ideas and this requires that you develop five essential skills: defining goals, managing actions, empowering teams, monitoring results and building communities.
This course offers a step-by-step approach to managing ideas in any organization – for-profit or nonprofit – private or public. Twelve classes that include examples and case studies will help you to learn and practice skills such as benchmarking, goal setting, performance measurement, solving problems, generating ideas, managing projects, leading teams, evaluating team members, and communicating more effectively. What you learn can be immediately applied in any of your endeavors, making you a more valuable person wherever you decide to practice your skills.
The course is designed and delivered by David O’Sullivan from the National University or Ireland, Galway. David has written extensively on innovation and authored a number of books. He has worked with many leading organizations including Hewlett-Packard, Apple, Nortel Networks and Boston Scientific as well as many public organizations such as Hospitals, Local Government and State Agencies.
Launched in 2010, study4exams is a Greek portal which offers free educational resources to students and teaching institutions.
The platform includes OERs on subjects such as Ancient Greek, Latin, Biology, Mathematics and Statistics, among others.
Resources are only available in Greek and they have all been supervised by a team of volunteer teachers.
Around the world, school teachers and administrators, scholars and researchers, government officials, and the general public are seeking to improve the quality of education. In recent years, two of the most prominent themes have been: (1) using performance measures to hold school systems, administrators, and teachers accountable for results, and (2) conducting different kinds of evaluations to identify and test promising approaches and programs able to improve student outcomes.
Much can be learned from the efforts already done, and the conference aims to providing the grounds for scholarly dialogue and debate on the methodologies used and the results obtained. The event seeks to bringing together a worldwide audience, including academics and professionals from universities, think tanks, school systems, government agencies, and the private sector, and to offer them the opportunity for networking and discussing how different lessons could be applicable in many countries.
We have been providing resources, training, advice and guidance to the education sector since 2002 to help address growing concerns about plagiarism, whilst promoting appropriate use of electronic sources of information. We work with a wide range of partners including The Higher Education Academy, JCQ, JISC, Ofqual and all UK unitary awarding bodies, along with schools, colleges and universities.
Schule 2.0 – Eine repräsentative Untersuchung zum Einsatz elektronischer Medien an der Schule aus Lehrersicht
Grundlage für die Ergebnisse der rund 40 Seiten umfassenden Publikation bildet eine im Februar 2011 durchgeführte Lehrerbefragung. Die Informationen sind in drei Kapitel, „Lehrer und Technik“, „Einsatz elektronischer Medien im Unterricht“ und „Voraussetzungen an Schulen“ gegliedert und geben die Meinungen von insgesamt 501 Lehrerinnen und Lehrern von Hauptschulen, Realschulen, Gesamtschulen und Gymnasien der Bundesrepublik wider.
Untersuchungsgegenstand der Studie waren, neben dem technischen Wissensstand der Lehrer und deren Einstellung zur Nutzung von elektronischen Medien im Unterricht, der Zweck und die Rahmenbedingungen beim Einsatz von digitalen Medien. Die jeweiligen Fragen wurden in unterschiedlichen Kategorien ausgewertet und als Balkendiagramme dargestellt.
Als eerste geven we een overzicht van het theoretische en organisatorische kader waarop ons voorstel is gebaseerd. In dit verband schetsen we het onderliggende vaardigheidsmodel en identificeren we de algemene vaardigheden als universitaire doelen. Hierna beschrijven we de institutionele en organisatorische achtergrond van cursussen op afstand. Dit leidt tot de noodzaak van evaluaties en tot sommige conclusies over de samenstelling van portfolio's. Als laatste basisstap definiëren we de methode van portfolio's volgens het evaluatiedoel. In het tweede deel zetten we de conclusies uiteen en verdedigen we onze stelling dat portfolio's geschikt zijn voor het stimuleren van creatieve, collaboratieve en wetenschappelijke leerstrategieën om de genoemde algemene vaardigheden te definiëren. Het artikel wordt besloten met enkele overwegingen en suggesties over het ontwerpen van evaluatieportfolio's met een verwijzing naar de module «Beroepsonderwijsplan» van een van onze mastercursussen.