< Previous | Contents | Next >
Programme for International Student Assessment: Scottish Report
Executive Summary
The Performance of 15 Year Olds in Reading Literacy, Mathematical Literacy
and Scientific Literacy
OECD set up the Programme for International Student Assessment (PISA) to assess
the performance of 15 year olds in reading literacy, mathematical literacy and
scientific literacy in its member countries (some non-OECD countries also participated).
The first of three phases of the study took place in 2000, when reading literacy
was the main area assessed, with mathematical and scientific literacy being
the minor domains.
Scotland was in the top third of countries in all subjects assessed. The results
indicated that Scotland's 15 year olds performed significantly better in terms
of attainment in mathematics and science than our 9 and 13 year olds did in
earlier international studies, and this is likely to be the case in reading
too.
Analysis of factors affecting student performance internationally showed that:
- Although much of the variation in student performance between countries
was related to per capita GDP, the actual spend on education was less important.
- Students with more positive views on school performed better in reading,
but more than 25% of students did not want to go to school and most felt bored
there.
- UK students rated support from their teachers highly, but this was only
weakly related to attainment.
- Both head teachers and students agreed that a supportive and encouraging
climate encourages learning, but their views differed on obstacles to learning.
- Good educational resources in schools promoted learning significantly, but
the quality of schools' infrastructure was not related to student performance.
- Schools with greater autonomy and more teacher involvement in management
achieved higher reading performance.
- Teachers' relationships with pupils were related to learning, but the relationship
between teacher morale and student performance was weak.
- Both competitive and co-operative learning approaches were positively related
to student performance, indicating that both teaching approaches should be
used.
- Homework was related to student performance, but it seemed to be fully effective
only when more than a certain level of time was invested in it.
- The provision and use of computers in schools seemed to benefit teaching
and learning. Reading literacy was higher for students more interested in
and comfortable with computer use.
- Students' reading for enjoyment was positively related to performance and
this should be encouraged as a means of improving reading skills. The time
spent on this by students was low.
- Female students performed much better in reading literacy, while male students
tended to perform better in mathematics. There were few gender differences
in science. It appears that there are policies and practices which could reduce
gender-related inequalities.
- The socio-economic background of students was strongly related to their
attainment. There is a continuing need to tackle problems of poverty and deprivation
if students are to achieve their full potential.
- Communication between parents and students was positively related to attainment
and should be encouraged to assist in the development of language skills.
- The increasing level of education of parents is likely to affect their children's
attainment positively.
- Students from one-parent families performed more poorly than other students.
There is a need to facilitate productive home support for these children's
learning in ways that do not demand more time and resources than single parents
can afford.
- The presence in students' homes of possessions related to classical culture
was positively related to their performance, but this cannot be equated with
cultural activities in schools.
< Previous | Contents | Next >
