This book presents the theory behind the development of the 2009 PISA survey. The re-worked and expanded framework for reading literacy includes not only the assessment of reading and understanding printed texts, but also an innovative component to assess how well students read, navigate and understand electronic texts. Additionally, this publication provides the basis for measuring mathematical and scientific competencies. Finally, it presents the theory behind the questionnaires used to gather information from students, schools and parents on students’ home backgrounds, students’ approaches to learning and school learning environments.
Table of contents:
Foreword Executive Summary -Basic features of PISA 2009 -What makes PISA unique -An overview of what is being assessed in each domain -Assessing and reporting PISA 2009 -The context questionnaires and their use -Collaborative development of PISA and its assessment framework Chapter 1. PISA 2009 Reading Framework -Introduction --Continuity and change in the reading literacy framework -The structure of the reading literacy framework --Reading literacy as a foundational skill --The importance of electronic texts --Motivational and behavioural elements of reading literacy -Defining reading literacy -Organising the domain --Situation --Text --Aspect --Summary of the relationship between printed and electronic reading texts and tasks -Assessing reading literacy --Building tasks in the print medium --Building tasks in the electronic medium -Motivational and behavioural constituents of reading literacy --Reading engagement --Metacognition in reading -Reporting proficiency in reading --Interpreting and using the data --Reporting PISA 2009 reading literacy -Conclusion -References Chapter 2. PISA 2009 Mathematics Framework -Introduction -Definition of the domain -Theoretical basis for the PISA mathematics framework -Organisation of the domain --Situations and context --Mathematical content – the four overarching ideas --Mathematical processes -Assessing mathematics in PISA --Task characteristics --Assessment structure --Aids and tools -Reporting proficiency in mathematics -Conclusion -References Chapter 3. PISA 2009 Science Framework -Introduction -Defining the domain --Scientific literacy -Organising the domain --Situations and context --Scientific competencies --Scientific knowledge --Attitudes towards science -Assessing Science in PISA --Test characteristics --Science assessment structure -Reporting proficiency in science -Conclusion -References Chapter 4. PISA 2009 Questionnaire Framework -Introduction -Types of background information and their purposes --Educational system as a whole --School level --Instructional settings --Student level -Contents of the questionnaires --School questionnaire --Student questionnaire --Parent questionnaire (international option) --Questionnaire on educational career (international option) --Questionnaire on student familiarity with ICT (international option) -Information for in-depth investigations --System level indicators --Effective learning environments in reading --School effectiveness and school management --Educational equity -References ANNEX A1: Print reading sample tasks ANNEX A2: Electronic reading sample tasks ANNEX B: Background questionnaires ANNEX C: PISA expert groups
