Are students well prepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? Parents, educators and the public often question the effectiveness of the education system in todays changing society. This book describes the instruments underlying the PISA assessment. It introduces the PISA approach to assessing reading, mathematical and scientific literacy with its three dimensions of process, content and context. Further, it presents a sample of PISA 2000 tasks, and explains how these tasks were scored and how they relate to the conceptual framework underlying PISA. The OECD Programme for International Student Assessment (PISA)PISA is a collaborative process among all OECD Member countries and some non-OECD countries. It brings together scientific expertise from the participating countries and is steered jointly by their governments on the basis of shared, policy-driven interests. The main features of PISA are:- Literacy approach: PISA aims to define each domain (reading, mathematics and science), not merely in terms of mastery of the school curriculum, but also in terms of the knowledge and skills needed to fully participate in todays society.- Long-term commitment: Over the decade to come, PISA will enable countries to regularly and predictably monitor their progress in meeting key learning objectives.- Age-group: By assessing 15-year-olds, i.e. young people nearing the end of compulsory schooling, PISA provides an important indication of the performance of school systems.- Relevance to lifelong learning: PISA does not limit itself to assessing students knowledge and skills, but asks them to report on their own self-regulated learning, their motivation to learn and their preferences for different learning situations. Additional information concerning PISA is available at www.pisa.oecd.org
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