Reading for change [electronic resource] : performance and engagement across countries : results from PISA 2000 PDF
Preview Reading for change [electronic resource] : performance and engagement across countries : results from PISA 2000
Reading for Change PERFORMANCEAND ENGAGEMENT ACROSSCOUNTRIES RESULTSFROMPISA2000 OECD ProgrammeforInternationalStudentAssessment READINGFORCHANGE PERFORMANCEANPENGAGEMENTACROSSCOUNTRIES RESULTSFROMPISA2000 IrwinKirsch JohndeJong DominiqueLaFontaine JovMcQueen JulietteMendelovits ChristianMonseur OECD ORGANISATIONFORECONOMICCO-OPERATIONANDDEVELOPMENT ORGANISATIONFORECONOMICCO-OPERATIONANDDEVELOPMENT PursuanttoArticle1oftheConventionsignedinParison14-thDecember1960,andwhichcameintoforceon30thSeptember 1961,theOrganisationforEconomicCo-operationandDevelopment(OECD)shallpromotepoliciesdesigned: —toachievethehighestsustainableeconomicgrowthandemploymentandarisingstandardoflivinginMembercountries, whilemaintainingfinancialstability,andthustocontributetothedevelopmentoftheworldeconomy; —tocontributetosoundeconomicexpansioninMemberaswellasnon-membercountriesintheprocessofeconomic development;and —tocontributetotheexpansionofworldtradeonamultilateral,non-discriminatorvbasisinaccordancewithinternational obligations. TheoriginalMembercountriesoftheOECDareAustria,Belgium,Canada,Denmark,France,Germanv,Greece,Iceland, Ireland,Italy,Luxembourg,theNetherlands,Norway,Portugal,Spain,Sweden,Switzerland,Turkey,theUnitedKingdomand theUnitedStates.ThefollowingcountriesbecameMemberssubsequentlythroughaccessionatthedatesindicatedhereafter: Japan(28thApril1964),Finland(28thJanuary1969),Australia(7thJune1971),NewZealand(29thMay1973),Mexico(18th May1994),theCzechRepublic(21stDecember1995),Hungary(7thMav1996),Poland(22ndNovember1996),Korea(12th tDheecweomrbkerof1t9h9e6)OaEnCdDthe(ASrltoicvlaekR1e3poufblthiecO(1E4tChDDeCconevmebnetrio2n0)0,0).TheCommissionoftheEuropeanCommunitiestakespartin TheCentreJotEducationalResearchandInnovationwascreatedinJune1968bjtheCounciloftheOrganisationforEconomicCo-opera- tionandDevelopmentandallMembercountriesoftheOECDareparticipants. ThemainobjectivesoftheCentreareasfollows: —Analyseanddevelopresearch,innovationandkeyindicatorsincurrentandemergingeducationandlearningissues,andtheirlinksto othersectorsofpolicy; —Exploreforward-lookingcoherentapproachestoeducationandlearninginthecontextofnationalandinternationalcultural,social andeconomicchange;and —Facilitatepracticalco-operationamongMembercountriesand,whererelevant,withnon-membercountries,inordertoseeksolutions andexchangeviewsofeducationalproblemsofcommoninterest. TheCentrefunctionswithintheOrganisationforEconomicCo-operationandDevelopmentinaccordancewiththedecisionsoftheCouncil ojtheOrganisation,undertheauthorityoftheSecretary-General.ItissupervisedbyaGoverningBoardcomposedofonenationalexpertinits fieldofcompetencefromeachofthecountriesparticipatinginitsprogrammeofwork. Photocredit:PhotoDisc ©OECD2002 Permissiontoreproduceaportionofthisworkfornon-commercialpurposesorclassroomuseshouldbeobtainedthroughtheCentre fran^aisd’exploitationdudroitdecopie(CFC),20,ruedesGrands-Augustins,75006Paris,France,tel.(33-1)44074770,fax(33-1)46 aC3pe4pnlt6ie7cra,1t9iC,ounfssotrfooemrveeprreyrSmecirosvusinciteor,ny(te5ox0cr8ee)pp7tr5o0td-hu8ec4eU0n0oi,rte2td2r2aSntsRaltoaetsse,ewaIlonlotodhreDpUranirvtieto,efdDtaShntisvatebersoso,pkeMrsmAhiosu0sl1ido9n2b3e.shUmoSauAdld,eboterooCObtCEaCCinDeOdnPltuibhnlreio:cuagwthwiiovtn.hsce,opC2yo,rpiryguhreti.gAchontmd.rCeAl-lePlaarsoactnahclee,r 75775ParisCedex16,France. FOREWORD Compellingincentivesforindividuals,economiesandsocietiestoraiselevelsofeducationhavebeenthe drivingforcebehindtheconcernofgovernmentstoimprovethequalityofeducationalservices.The prosperitvofOECDcountriesnowderivestoalargeextentfromitshumancapitalandtheopportunities foritscitizenstoacquireknowledgeandskillsthatwillenablethemtocontinuelearningthroughouttheir lives. TheOECDProgrammeforInternationalStudentAssessment(PISA)wassetuptomeasurehowwell voungadultsneartheendofcompulsorvschoolingarepreparedtomeetthechallengesoftodav’s knowledgesocieties.PISAisforward-looking,focusingonvoungpeople’sabilitvtoreflectonandapplv theirknowledgeandskillstomeetthechallengesofadultlifeintherealworld. PISAisconductedonceeverythreevears,andisorganisedaroundthreedomains:mathematicalliteracv, readingliteracvandscientificliteracv.Ineachthree-vearcvcleoneofthesethreedomainsisthemajor focusofdatacollection.In2000,whenthefirstPISAdatacollectionoccurred,readingliteracvwasthe majordomain,accountingforovertwothirdsofthetestingcontent.Readingliteracyisnotonlvseen asanecessarvfoundationforperformanceinothersubjectareaswithinaneducationalcontext,butitis alsoaprerequisiteforsuccessfulparticipationinmostareasofadultlife.Todav’sworldcallsforcitizensto becomelife-longlearners.Tomeetthisgoal,studentsmustbepreparedtohandlethevarietyofprinted andwritteninformationthattheywillencounterthroughouttheirlives. AreportpresentingthefirstresultsofPISA2000waspublishedin2001(OECD,200\b)coveringresults inalltlireedomainsandlookingattlierelationshipbetweenstudentperformanceintheseareasand selectedcharacteristicsofindividuals,familiesandschools.Thisreportrefinesandextendsthediscussion ofthereadingliteracvresultscontainedinthefirstreport. Thetitleofthisreport,ReadingJorChange,intendstocapturetwomajormessages.Thefirstrefersto achievementinreadingliteracv:PISAresultssuggestthatchangingandimprovingstudents’reading proficiencycouldhaveastrongimpactontlieiropportunitiesinlaterlife.Thesecondmessagerefersto engagementinreading:levelsofinterestinandattitudestowardreading,theamountoftimestudents spendonreadingintheirfreetimeandtliediversitvofmaterialstheyreadarecloselyassociatedwith performanceinreadingliteracv.Furthermore,whiletliedegreeofengagementinreadingvaries considerablvfromcountrvtocountv,15-vear-oldswhoseparentshavethelowestoccupationalstatus butwhoarehighlvengagedinreadingobtainhigheraveragereadingscoresinPISAthanstudentswhose parentshavehighormediumoccupationalstatusbutwhoreporttobepoorlyengagedinreading.This suggeststhatfindingwavstoengagestudentsinreadingmavbeoneofthemosteffectivewaystoleverage socialchange. Evenincountriesinwhichthereisgenerallvahighlevelofreadingproficiencv,therearesubstantial numbersof15-vear-oldswhoarenotproficientreaderswhichislikelvtolimitthemintheirchoices andopportunitiesintheirfuturelife.Howmuchreadingliteracvisenoughorwhatsinglepointonthe combinedreadingliteracyscaleindicatesadegreeofliteracvthatwillguaranteesuccessisnotaquestion thatcanbeansweredfromthisreportingeneralterms.Policvimplicationswillthereforehavetobederived atthecountrvlevel,eachcountrvcarefullvevaluatingtheirownparticularpatternofcharacteristicsand m OECD2002 FOREWORD tlieirassociationswithtliereadingliteracyofstudents.Remediestoshortcomingswilldifferfromcountry tocountry,dependingontheeducationalstructureandothercountry-specificyariables.Howeyer,the analysesproyidedinthisreportsuggestthatallcountrieswouldbewelladyisedtoseekmeanstoraisetlie leyelofinterestinreadingamongstudents,andespeciallyamongboys. ReadingliteracyasmeasuredinPISArequiresstudentstodemonstratetheirskillsindealingwithawide rangeoftexts,drawnfromdifferentsituationsandapproachedfromanumberofperspectiyes.Onemajor focusofthisreportistopresentinsomedetailtheconstructofreadingliteracythatunderpinsPISA,and toshowtheconnectionsbetweenthisconstructandcountries’results.Thereportdoesthatbypresenting resultsnotjustintermsofmeansanddistributionsofperformanceonthecombinedreadingliteracyscale, butalsointermsoffiyesubscalesthataredefinedwithrespecttotwotextformats(continuousandnon- continuous)andthreeapproachesto,or“aspects”of,reading:retrieyinginformation,interpretingand reflecting. Thoughmanyusersofinternationalsuryevsarefirstandforemostintentonspottingtherelatiyepositions ofcountriesonsomeoyerallreportingscale,differencesinstudentperformancewithincountriesare significantlylargerthandifferencesintheayerageperformanceofcountries.Onthecombinedreading literacyscale,thedifferencebetweenthemostandleastablestudents(representedbythe90'^and10'*’ percentiles)ranges,withineachcountry,betweentwoandahalfandfourandahalfPISAleyelsindicating ahighandconcerningdegreeofinequalityinsomecountries.Insomecountriesthedifferencebetween boysandgirlsismuchlargerthaninothers,somecountriesshowabiggerdisadyantageforstudentsfrom low-incomefamilies,andtheeducationalstructureofsomecountriesseemstohayeastrongerimpacton differencesamongstudents. Afurtherdifferencebetweencountriesliesintheirrelatiyestrengthsonthereadingliteracysubscales.In somecountriesstudentsarebetterinretrieyinginformationfromtextsthaninreflectingonthesetexts. Inthesecountriesstudentstendalsotodobetteronnon-continuoustextsthanoncontinuoustexts. Bycontrast,incountrieswherestudentsarebetteratreflectingthanatretrieyinginformationstudents generallydobetteroncontinuoustexts.Buttherearealsocountriesthatshowquitedifferentpatterns withrespecttothedifferentaspectsandtextformatsusedintliePISAreadingliteracysuryey. PISAisacollaboratiyeeffort,bringingtogetherscientificexpertisefromtheparticipatingcountries, steeredjointlybytheirgoyernmentsonthebasisofshared,policy-driveninterests.Participating countriestakeresponsibilityfortheprojectatthepolicylevelthroughaBoardofParticipatingCountries. ExpertsfromparticipatingcountriesserveonworkinggroupsthatarechargedwithlinkingthePISA policyobjectiveswiththebestavailablesubstantiveandteclmicalexpertiseinthefieldofinternational comparativeassessmentofeducationaloutcomes.Throughparticipatingintheseexpertgroups,countries ensurethatthePISAassessmentinstrumentsareinternationallyvalidandtakeintoaccounttlieculturaland curricularcontextsofOECDMembercountries,thattheyprovidearealisticbasisformeasurement,and thattheyplaceanemphasisonauthenticityandeducationalvalidity.Thereadingfunctionalexpertgroup, whichguidedthedevelopmentofthereadingliteracyassessmentframework,oversawtheconstructionof theassessmenttasks,andhelpedinconceptualisingtheshapeofthisreport,consistedofmembersfrom ninecountriesselectedfortheirvariousbackgroundsandexpertiseinreadingandmeasurement.Alist ofthemembersiscontainedinthebackofthisreport.TestdevelopersfromtheAustralianCouncilfor EducationalResearch(ACER)andCITOgroup(Netherlands)selectedtextsthatwereculturallydiverse anddevelopedapoolofitemsthatmappedcloselytospecificationsoutlinedintheframework. OECD2002 CopynQMeOr FOREWORD WolframSchulzfromACERcontributedtothedataanalysisforChapter7.KentaroYamamotofrom EducationalTestingService(ETS)performedtheanalvsesthatresultedinplacingthePISAstudentsonthe proseliteracyscaleusedintheInternationalAdultLiteracySurvey,asreportedinChapter8.Ourthanks arealsoextendedtoMarvlouLennonforhercommentsonearlydraftsofindividualchaptersandtoLvnn Jenkinsforhercarefuleditorialworkonthefullreport.Wealsoacknowledgethevaluablefeedbackfrom AlettaGrisav,EugeneJohnsonandfrommembersoftliePISABoardofParticipatingCountries. Thisreportrepresentsatruecollaborationamongtheauthorswhoaremembersofthereadingexpert grouporofthePISAconsortium.Credit,shouldanyaccrue,needstobesharedwiththevariousindividuals andmstitutionsmentioned. IrwinKirsch JohndeJong DominiqueLaFontaine JovMcQueen JulietteMendelovits ChristianMonseur OECD2002 SB CsDyngMcor 1 TABLEOFCONTENTS Foreword ^ Chapter1:IntroductiontoPISAandreadingliteracy 1 HAiomwsPoIfStAhediPfIfSerAssftruodmyotherinternationalsurveys 1132 Readingliteracyasafoundationskill 14 Backgroundofthereadingliteracyframework 16 Developmentofthereadingliteracyframework,measurementinstrumentandstudentbackground questionnaire 18 Qualityandcomparability 19 Focusandorganisationofthisreport 21 Chapter2:TheconstructofreadingliteracyforPISA 23 CharacterisingthePISAreadingliteracyframework 25 Situation 26 Texts Jl Testrubric 30 Scalingthereadingliteracytasks 34 Reportingtheresults 3S Buildinganitemmap 37 Levelsofreadingliteracyproficiency 37 Interpretingthereadingliteracylevels 39 ChapterV.Sampletasks 45 Selectionandorganisationofthesampletasks 46 Runners 47 Graffiti 50 Thegift S3 LakeChad 61 Labour 6S PLANInternational 69 Readers’guide 73 Chapter4:Thereadingperformanceof15-year-olds 75 Performanceonthecombinedreadingliteracyscale 77 Meanscores 77 Scoredistributions:Thespreadofscoresfordifferentpopulations 82 Scoredistributions:Proportionsattheextremesofthescale 85 Performanceontheaspectsubscalesofreadingliteracy 87 Meanscores 87 Distributionofreadingliteracywithincountriesontheaspectsubscales 88 Comparingperformanceontheaspectsubscaleswithincountries 90 Performanceonthetextformatsubscalesofreading 94 Meanscores 94 Distributionofreadingliteracywithincountriesonthetextformatsubscales 95 Comparingperformanceonthetextformatsubscaleswithincountries 96 InequalitywithinandbetweenPISAcountries 99 OECD2002 7M TABLEOFCONTENTS Chapter5:Thereadingengagementof15-year-olds 105 MeasuringreadingengagementinPISA 107 Readerprofiles 108 Readerprofilesbvcountry 110 Readerprofilesandproficiencybycountry 112 Readerprofilesbylevelsofproficiencyandreadingsubscales 113 Relationshipofselectedbackgroundcharacteristicstoreadingprofiles 115 Readerprofilesbygender 116 Readerprofilesbysocio-economicbackground 117 Readerprofilesbyaccesstoprint 117 Engagementinreadingbygender 118 Canengagementinreadingcompensateforthesocialbackground? 119 Chapter6:Therelationshipgctweenbackgroundcharacteristicsandreadingliteracy123 Readingliteracyandindividualstudentcharacteristics 125 Gender \2S Readingengagement 128 Timespentdoinghomework 128 Readingliteracyandfamilycharacteristics 129 Socio-economicbackground 130 Numberofbooksintliehome 131 Homeeducationalresources 131 Culturalcommunicationinthehome 132 Familystructure 132 Immigrationstatus 133 Readingliteracyandtheclassroomenvironment 134 Pressuretoachieve 134 Disciplinaryclimate 135 Senseofbelonging 135 Student-teacherrelationship 136 ChaptASetumrudl7e:tnitTlheavenedlinsactnhedoropmllulavty^iibfriaeactbtlwoerseeumsnoedidenlidnivthiedumaoldbealckgroundcharacteristicsandschoolfactors111433297 Socio-economicbackgroundandengagementinreadingasmajoreffects 142 Combinedreadingliteracyscale 143 Readingsubscales 144 Differencesbetweencountriesintheeffectsofindividualandschoolfactorsonreading performance 145 Similaritiesanddiffprencesbetweencountries 14-7 Differencesbetweenschoolsinreadingperformance 147 Theinfluenceofstudentsocio-economicbackgroundonreadingperformance 148 Academicversussocialsegregation 1^2 Otherbackgroundvariables 154 Schoolandinstructionalvariables 1SS Differencesbetweenstudentswithinschoolsintermsofreadingperformance 155 Chapter8:Thereadinessof15-year-oldstomeetthechallengesofthefuture 159 Thecomiectionsbetweenliteracyandsocialoutcomes 161 ComparingthelALSproseliteracyscalewiththePISAcombinedreadingliteracyscale 164 PlacingPISAstudentsonthelALSproseliteracyscale 166 PerformanceofPISAstudentsonthelALSproseliteracyscale 167 8 ©OECD2002 CopynQMcOr TABLEOFCONTENTS References 173 AnnexA:Techniralharkgrnimfl 179 AAnnnneexxAA21::QIunadnetxitoaftrievaediinndgiceensgafogremtheentculturalbalanceofPISA2000assessmentitems 118850 AAnnnneexxAA43::TSetcahnndiacradlenrortoerss,onsitghniefmicualntcieletveesltsmaulntdivmaurlitaitpeleancaolmvpseasrisons 119817 AnnexB:Datatables 193 AnnexC:ThedevelopmentandimplementationofPISA2000—Acollaborativeeffort..259 OECD2002 9|
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