PISA PISA Computer-Based Assessment of Student Skills in Science

This report documents the initial step towards an electronically-delivered Programme for International Student Assessment (PISA) test pioneered by Denmark, Iceland and Korea. In 2006, the PISA assessment of science included for the first time a computer-based test. The results discussed in this report highlight numerous challenges and encourage countries to take the work further. PISA Computer-Based Assessment of Student Skills in Science describes how the 2006 survey was administered, presents 15-year-olds' achievement scores in science and explains the impact of information communication technologies on both males' and females' science skills. While males outperformed females on the computer-based test in all three countries, females in Iceland and males in Denmark performed better than their counterparts on the paper-and-pencil test. The evidence shows that, overall, males are more confident and use computers more frequently. While females tend to use the Internet more for social networking activities, males tend to browse the Internet, play games and download software. Readers will also learn how students reacted to the electronic questionnaire and how it compared with pencil-and-paper tests. In general, there were no group differences across test methods but students enjoyed the computer-based test more than the paper-and-pencil test. FURTHER READING PISA 2006: Science Competencies for Tomorrow's World (OECD, 2007). The OECD Programme for International Student Assessment (PISA) PISA is a collaborative process among the 30 member countries of the OECD and more than 30 partner countries and economies. It brings together scientific expertise from the participating countries and is steered by their governments on the basis of shared, policy-driven interests. PISA is an unprecedented attempt to measure student achievement, as is evident from some of its features: The literacy approach: PISA aims to define each assessment area (mathematics, science, reading and problem solving) not mainly in terms of mastery of the school curriculum, but in terms of the knowledge and skills needed for full participation in society. A long-term commitment: It will enable countries to monitor regularly and predictably their progress in meeting key learning objectives. The age-group covered: By assessing 15-year-olds, i.e. young people near the end of their compulsory education, PISA provides a significant indication of the overall performance of school systems. The relevance to lifelong learning: PISA does not limit itself to assessing students' knowledge and skills but also asks them to report on their own motivation to learn, their beliefs about themselves and their learning strategies.