Do students spend enough time learning? 

In some countries and economies, such as Beijing-Shanghai-Jiangsu-Guangdong (China), Qatar,Thailand, Tunisia and the United Arab Emirates, students spend at least 54 hours per week learning at and outside of school combined, whereas in others, like Finland, Germany, Sweden, Switzerland and Uruguay, students spend less than 40 hours studying.

Students in Australia, Estonia, Finland, Germany, Japan, the Netherlands, New Zealand, Sweden and Switzerland show the best balance between total learning time and academic performance.

In school systems where students spend more time in regular science lessons, average science scores are higher; but when students spend more time studying science after school, average science scores are lower.

Studying more hours does not necessarily lead to better learning outcomes

The bottom line It is difficult to tell how much time students should spend learning, but it seems clear that many students are spending too much time studying after school – at least more than it seems reasonable if they want to lead a balanced life. Studying and learning after school might not only be inequitable, depending on the quality and availability of after-school learning opportunities, it might also be a lessefficient way of meeting challenging academic standards than learning in regular school lessons. To help students avoid spending a disproportionate amount of time doing homework, receiving additional instruction and studying after school, policy makers, schools, teachers, parents and students should redouble their efforts to make students’ learning time at school more productive. 

Complex mathematics isn’t for everyone

Should all students be taught complex mathematics?

The best way to avoid this outcome is to offer struggling students individual support so that they can “catch up” with the rest of the class – and gain some self-confidence along the way. If teachers believe that some differentiation is necessary, they can opt to use teaching methods that do not segregate weak students further, such as making students work in groups that are frequently reconfigured on the basis of students’ needs and progress.



Teachers believe it is best to adapt instruction to what their students can do.

According to principals’ reports, on average across OECD countries, about 70% of students attend schools where teachers believe that it is best to adapt academic standards to students’ capacities and needs. Heterogeneity seems to be more of a problem in disadvantaged schools, where some students have a poor understanding of mathematics and minimal skills in the subject. Teachers in disadvantaged schools are more likely than those in advantaged schools to agree that the content of instruction should be adapted to what students can do. In Germany, for example, 51% of principals of disadvantaged schools reported that teachers are willing to adapt their standards, while only 13% of principals of advantaged schools so reported.

OECD proposes new approach to assess young people’s understanding of global issues and attitudes toward cultural diversity and tolerance

Globalcompetencyfor an inclusiveworld

A Brave New World: The new frontiers of technology and education

A Brave New World: The new frontiers of technology and education

The impact of technological trends on education is clear. A great deal of work has already been done to identify how and where education can better use technology in the classroom. And there is interesting new research on emergingopportunities for education and work that could develop from human enhancement and biotechnologies.


Students, Computersand LearningMAKING THE CONNECTION

Students, Computers and Learning: Making the Connection (Andreas Schleicher, (Director, OECD Directorate for Education and Skills) from EduSkills OECD

Students, Computers and Learning: Country noteMaking the Connection Spain

In 2012, schools in Spain had almost one computer available for every two 15-year-old students. The students-per-computer ratio of 2.2-to-1 is the 9th lowest among the 34 OECD countries. In general, however, countries that have invested heavily in ICT for education have seen no appreciable improvement in student achievement in reading, mathematics or science over the past ten years.

 • Students in Spain perform significantly below the OECD average in digital reading (466 points on the PISA digital reading scale), and below students in other countries with similar performance in print reading. In the PISA assessment of digital reading, about one in 20 students in Spain (4.6%) did not navigate at all to find the information needed to solve a problem, and those who did navigate got lost more often than students in other countries, on average.

 • Students in Spain also perform below the OECD average in computer-based mathematics (475 points on the PISA mathematics scale). • Students in Spain browse the Internet for schoolwork, at or outside of school, more often than students in other OECD countries, on average. Students who reported that they browse the Internet for schoolwork at school tend to perform better in the PISA digital reading test than students who never browse the Internet for schoolwork.

¿Cómo se organiza el tiempo de aprendizaje en educación primaria y secundaria?

¿Cómo se organiza el tiempo de aprendizaje en educación primaria ysecundaria?

El número de horas de instrucción que se espera que los alumnos reciban durante la educación obligatoria y la duración del año académico varían significativamente entre países pero en
general cuanto mayor es nivel educativo, más son las horas de instrucción por jornada escolar. En muchos países, los alumnos de primaria y secundaria tienen que hacer deberes y pueden participar en clases extraescolares para complementar su tiempo de aprendizaje. Adaptar los recursos a las necesidades de los alumnos y optimizar el tiempo son pilares centrales de la política educativa pero la gran variación en la organización del tiempo de aprendizaje en y fuera de clase en los países de la OCDE indica que los países no han descubierto lo que la evidencia dice sobre el uso más efectivo del tiempo de los alumnos.

Are there differences in how advantaged and disadvantaged students use the Internet?

Are there differences in how advantaged and disadvantaged students use the Internet?

Disadvantaged students in low- and middle-income countries have fewer opportunities to access the Internet than advantaged students.Reducing this gap is important, but the experience of high-income countries shows that inequalities in the ability to learn using digital tools persist even when all students have easy access to the Internet. Ensuring that every child attains a baseline level of proficiency in reading will do more to create equal opportunities in a digital world than will expanding or subsidising access to high-tech devices and services.

Are low performers missing learning opportunities?

Are low performers missinglearning opportunities?

Although low performers should invest more time and effort in their studies, they seldom do. One reason is because they often feel that they get no return on their investment: more studying does not automatically lead to better marks in school. But with the right kind of in-school support, including creative and engaging mathematics-related activities, low performers might begin to develop an interest in mathematics and positive attitudes towards learning – both of which could propel them back to their books.

In almost every country and economy that participated in PISA 2012, low performers showed less perseverance than better-performing students. For instance, about 32% of low performers said they give up on solving problems easily compared to only 13% of better-performing students who so reported. Low performers perceive their efforts in after-school learning activities to be unproductive. Despite similar self-reported efforts invested in studying for mathematics quizzes, 81% of top performers in mathematics agreed that they were prepared for mathematics exams compared to only 56% of low performers. Low performers who did mathematics as an extracurricular activity were much more interested in mathematics than those who did not..

Estudiantes de bajo rendimiento: Por qué se quedan atrás y cómo ayudarles a tener éxito - Resumen España

                                                            PISA
                                     Estudiantes de bajo rendimiento
POR QUÉ SE QUEDAN ATRÁS Y CÓMO AYUDARLES A TENER ÉXITO:
Resultados principales

Estudiantes de bajo rendimiento:  Por qué se quedan atrás y cómo ayudarles a tener éxito
Resumen España




En 2012, 24% de los estudiantes de España tuvo un bajo rendimiento en matemáticas (media OCDE: 23%), un 18% en lectura (media OCDE: 18%), un 16% en ciencias (media OCDE: 18%), y un 10% en las tres materias (media OCDE: 12%).*1 

Más de 95.000 estudiantes españoles de 15 años tuvieron un bajo rendimiento en matemáticas, y unos 42.000 estudiantes tuvieron un bajo rendimiento en las tres asignaturas (matemáticas, lectura y ciencias). 

Aproximadamente un 29% de los estudiantes de 15 años en España asiste a escuelas donde un 30% o más de los estudiantes tienen un bajo rendimiento en matemáticas y un 6% asiste a escuelas donde la mitad o más de los estudiantes tienen un bajo rendimiento. 

El porcentaje de estudiantes de bajo rendimiento en matemáticas aumentó 1 punto porcentual entre el 2003 and 2012 en España; en lectura el porcentaje se redujo en 3 puntos porcentuales entre 2003 y 2012; en ciencias el porcentaje se redujo en 4 puntos porcentuales entre 2006 y 2012.




Estudiantes de bajo rendimiento: por qué se quedan atrás y cómo ayudarles a tener éxito - Infografía

How Bad Is Being Poor for Educational Performance? -PISA 2012

Equality of opportunity is a lofty ideal, but some societies get closer to achieving it than others. Regarding compulsory education, results from PISA show that socio-economically disadvantaged students in the OECD have much higher chances of being low performers than their socio-economically advantaged peers. And also, that they have much lower chances of being high performers.

(..) disadvantaged students are four times more likely to have competencies that put them at risk for their future participation in the labour market and society more broadly. In contrast, advantaged students are five times more likely than their disadvantaged peers to enjoy competencies that give them much better chances for the future.

- See more at: http://oecdeducationtoday.blogspot.com.es/2016/04/how-far-from-tree-does-leaf-fall.html#sthash.AGc50Sa4.dpuf


How Bad Is Being Poor for Educational Performance?  
A Message from PISA 2012, by Antonio Villar  - 

Learning by heart may not be best for your mind - PISA in focus 2012

Learning by heart may not be best for your mind

by Alfonso Echazarra

Analyst, Directorate for Education and Skills



- See more at: http://oecdeducationtoday.blogspot.com.es/2016/03/learning-by-heart-may-not-be-best-for.html#sthash.6FwMGLgm.dpuf

In some situations, memorisation is useful, even necessary. It can give students enough concrete facts on which to reflect; it can limit anxiety by reducing mathematics to a set of simple facts, rules and procedures; and it can help to develop fluency with numbers early in a child’s development, before the child is asked to tackle more complex problems. But to perform at the very top, 15-year-olds need to learn mathematics in a more reflective, ambitious and creative way – one that involves exploring alternative ways of finding solutions, making connections, adopting different perspectives and looking for meaning. So yes, you can use your memory; just use it strategically, lest Einstein call you a fool.

- See more at: http://oecdeducationtoday.blogspot.com.es/2016/03/learning-by-heart-may-not-be-best-for.html#sthash.6FwMGLgm.dpuf

PISA in Focus No. 61: Is memorisation a good strategy for learning mathematics?

 by Alfonso Echazarra - 

Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15-year-olds in some of the English-speaking countries to whom they are often compared.

 • In no PISA-participating education system did boys report more intensive use of memorisation than girls when learning mathematics.

• Memorisation as a learning strategy may work with easy problems, but it is unlikely to be effective if it is the only strategy used when confronted with complex mathematics problems.

 the test

EXPLORE PISA 2012 MATHEMATICS, PROBLEM SOLVING AND FINANCIAL LITERACY TEST QUESTIONS

Pisa in focus en español

PISA 2012ITEMS DIGITALES LIBERADOS 

PISA 2012. Item digital liberatuak. Problemen ebazpena. Matematikarako eta Irakurtzeko konpetentziak.

Low-Performing Students: Estudiantes de bajo rendimiento:

Estudiantes de bajo rendimiento: Por qué se quedan atrás y cómo ayudarles a tener éxito
Resumen España

En 2012, 24% de los estudiantes de España tuvo un bajo rendimiento en matemáticas (media OCDE: 23%), un 18% en lectura (media OCDE: 18%), un 16% en ciencias (media OCDE: 18%), y un 10% en las tres materias (media OCDE: 12%)

 Más de 95.000 estudiantes españoles de 15 años tuvieron un bajo rendimiento en matemáticas, y unos 42.000 estudiantes tuvieron un bajo rendimiento en las tres asignaturas (matemáticas, lectura y ciencias).

  Aproximadamente un 29% de los estudiantes de 15 años en España asiste a escuelas donde un 30% o más de los estudiantes tienen un bajo rendimiento en matemáticas y un 6% asiste a escuelas donde la mitad o más de los estudiantes tienen un bajo rendimiento.

  El porcentaje de estudiantes de bajo rendimiento en matemáticas aumentó 1 punto porcentual entre el 2003 and 2012 en España; en lectura el porcentaje se redujo en 3 puntos porcentuales entre 2003 y 2012; en ciencias el porcentaje se redujo en 4 puntos porcentuales entre 2006 y 2012.

Low-Performing Students: Why They Fall Behind and How to Help Them Succeed 
Country note Spain

Low-Performing Students

Why They Fall Behind and How To Help Them Succeed

Low-Performing Students- Why They Fall Behind and How to Help Them Succeed from EduSkills OECD

Who are the low-performing students? •

No country or economy participating in PISA 2012 can claim that all of its 15-year-old students have achieved basic proficiency skills in mathematics, reading and science. Some 28% of students score below the baseline level of proficiency in at least one of those subjects, on average across OECD countries. • Poor performance at age 15 is not the result of any single risk factor, but rather of a combination and accumulation of various barriers and disadvantages that affect students throughout their lives. • Students attending schools where teachers are more supportive, have better morale and have higher expectations for students are less likely to be low performers in mathematics, even after accounting for the socio-economic status of students and schools.


Reducing the number of low-performing students is not only a goal in its own right but also an effective way to improve an education system’s overall performance and equity. Understanding the factors that contribute to low performance, and the scale of the problem, is only the first – albeit essential – step. That step must be quickly followed by introducing the kinds of policy and good practices that give every student a real chance to succeed. 

Alumnado, Ordenadores y Aprendizaje - Pisa 2012 TIC y Enseñanza

El último informe PISA señala que España queda por debajo de la media en resolución de problemas matemáticos desde el computador como lectura on line

INFORME PISA »

Usar mucho el ordenador en clase no ayuda al alumno, según la OCDE

La crisis educativa es de atención

Euskadi    

COMPETENCIA LECTORA EN FORMATO DIGITAL  487 / chicos 475 - Chicas 499

PISA 2012. RESOLUCIÓN DE PROBLEMAS Y RESULTADOS EN COMPETENCIA MATEMÁTICA Y LECTORA POR ORDENADOR.

Noviembre 2014

Students, Computers and Learning: e Making the Connection. Country note Spain

Students, Computers and Learning: Making the Connection  . Spain

• In 2012, schools in Spain had almost one computer available for every two 15-year-old students. The students-per-computer ratio of 2.2-to-1 is the 9th lowest among the 34 OECD countries. In general, however, countries that have invested heavily in ICT for education have seen no appreciable improvement in student achievement in reading, mathematics or science over the past ten years. • 

• Students in Spain perform significantly below the OECD average in digital reading (466 points on the PISA digital reading scale), and below students in other countries with similar performance in print reading. In the PISA assessment of digital reading, about one in 20 students in Spain (4.6%) did not navigate at all to find the information needed to solve a problem, and those who did navigate got lost more often than students in other countries, on average.

 • Students in Spain also perform below the OECD average in computer-based mathematics (475 points on the PISA mathematics scale).

• Students in Spain browse the Internet for schoolwork, at or outside of school, more often than students in other OECD countries, on average. Students who reported that they browse the Internet for schoolwork at school tend to perform better in the PISA digital reading test than students who never browse the Internet for schoolwork.

 • Regardless of socio-economic status, students in Spain spend about 2 hours and 20 minutes on line every weekend day, on average – more than the OECD average. In their leisure time on line, advantaged students (those among the top 25% in socio-economic status) are more likely than disadvantaged students to search the Internet for information or read online news, and less likely than disadvantaged students to chat on line or upload pictures or videos.

Who are the best online readers?


To be proficient in online reading, students must be able to plan and execute a search, evaluate the usefulness of information, and assess the credibility of sources. Most students cannot develop these skills through casual practice alone; they need explicit guidance from teachers and high-quality educational resources to master these increasingly important skills.

Students, Computers and Learning Making the Connection - PISA 2012 - PUBLICATIONS

Back – and looking ahead – to school

by Andreas Schleicher
Director, Directorate for Education and Skills

OECD

15 Sep 2015, 12:00 AM UTC

Students, Computers and Learning: Making the Connection (Andreas Schleicher, (Director, OECD Directorate for Education and Skills) from OECD Education

Students, Computers and Learning Making the Connection - PISA 2012

Infographic

PISA Digital Skills

Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the "digital divide" – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.

Table of Contents

  - Foreword and Acknowledgements

  - Executive Summary

  - Reader's Guide

  - How Students' Use of Computers has Evolved in Recent Years

  - Integrating Information and Communication Technology in Teaching and Learning

  - Main Results from the PISA 2012 Computer-Based Assessments

  - The Importance of Navigation in Online Reading: Think, then Click

  - Inequalities in Digital Proficiency: Bridging the Divide

  - How Computers are Related to Students' Performance

  - Using Log-File Data to Understand What Drives Performance in PISA (Case Study)

  - Implications of Digital Technology for Education Policy and Practice

  - Technical notes on analyses in this volume

  - List of tables available on line

PISA 2012: Informe de Género

• Retransmisión vía streaming de la presentación del informe 
• Infografía del informe 
• PISA in Focus Nº49: ¿Qué subyace bajo la desigualdad de género en educación? 
• Informe internacional: The ABC of Gender Equality in Education 
• Presentación INEE en slideshare 
• PISA preguntas liberadas 

Presentación PISA 2012: Informe de Género from Instituto Nacional de Evaluación Educativa

Aunque PISA hace notar las grandes diferencias existentes entre chicos y chicas en Lectura, a favor de éstas, la distancia se reduce cuando la prueba es digital. Además, el estudio PIAAC sugiere que no hay diferencias significativas de género en Lectura entre los jóvenes de 16 a 29 años de edad.

Los chicos tienden a hacerlo peor cuando van a colegios e institutos

con una gran proporción de alumnos socio-económicamente desfavorecidos

Las chicas –incluso las buenas alumnas– tienden a hacerlo peor

cuando se les pide que piensen como científicas, por ejemplo,

al pedirles que formulen situaciones matemáticamente

o interpreten fenómenos científicamente.

¿Qué subyace bajo la desigualdad de género en educación?

PISA muestra que la brecha de género en rendimiento académico no

se encuentra determinada por diferencias innatas de capacidad. Se necesitan los

esfuerzos aunados por parte de los padres, los profesores, los políticos y los medios

de comunicación para que tanto chicas como chicos sean capaces de desarrollar

todo su potencial y contribuyan así al crecimiento económico y al bienestar

de su sociedad.

The ABC of Gender Equalityin EducationAptitude, Behaviour, Confidence

EDUCACIÓN | INFORME PISA »

La brecha de género crece entre los estudiantes españoles

Ellas son mejores en lectura y ellos en matemáticas, según PISA. Las chicas aspiran a llegar más lejos en su vida profesional que los chicos

• La tecnología y la transformación de la escuela

PISA 2012 ITEM DIGITAL LIBERATUAK / PISA 2012 ITEMS DIGITALES LIBERADOS.

PISA 2012: ITEM DIGITAL LIBERATUAK

Hemen aurkezten diren item guztiak honako helbide elektroniko honetan aurki daitezke:

http://erasq.acer.edu.au/index.php?cmd=toMaths

PISA 2012: ITEMS DIGITALES LIBERADOS.

Es posible encontrar todos los ítems que se presentan en la siguiente dirección:

http://erasq.acer.edu.au/index.php?cmd=toMaths

Mozilla Firefox 

PISA: examples of computer-based items

EXPLORE PISA 2012 MATHEMATICS, PROBLEM SOLVING AND FINANCIAL LITERACY TEST QUESTIONS

LA INCIDENCIA DEL FORMATO DIGITAL EN LOS RESULTADOS DE LA PRUEBA PISA 2012- Euskadi

RESOLUCIÓNDE PROBLEMASY RESULTADOS DE MATEMÁTICAS Y LECTURA POR ORDENADOR 

 

PISA 2012

EUSKADI

·         La puntuación media del alumnado de 15 de Euskadi en competencia matemática realizada en formato digital es de 490 puntos.

·         En competencia lectora en formato digital el resultado del alumnado de Euskadi es de 487 puntos.

EUSKADI – OCDE

·         La puntuación media del alumnado de 15 de Euskadi en competencia matemática realizada en formato digital (490) se sitúa por debajo de la media de la OCDE (497). La diferencia es estadísticamente significativa.

·         En competencia lectora en formato digital el resultado del alumnado de Euskadi es de 487 puntos, diez por debajo de la OCDE (497) y la diferencia es  significativa.

En ambas competencias realizadas en formato digital, la media de Euskadi es significativamente más baja que la media de la OCDE.

RESULTADOS POR SEXO

·         En competencia matemática en formato digital el rendimiento medio de las chicas de Euskadi es significativamente inferior al de sus compañeros.

·      La diferencia en las puntuaciones medias de los chicos de Euskadi y de la OCDE  no tiene significación estadística.

·      Las chicas de Euskadi se sitúan significativamente por debajo de sus compañeras de la OCDE.

En competencia lectora en formato digital la puntuación media de las chicas de Euskadi es significativamente más alta que la de sus compañeros.


La diferencia en la puntuación media de los chicos de Euskadi con respecto a los de la OCDE es significativamente más baja.

   En el caso de las chicas, la puntuación que obtienen les sitúa significativamente por debajo de sus compañeras de la OCDE.

 

RESULTADOS SEGÚN FORMATO DE LA PRUEBA

 Tanto en Competencia matemática como en Competencia lectora el alumnado de Euskadi obtiene puntuaciones más bajas cuando las pruebas se realizan en formato digital.

  Los resultados por sexo del alumnado de Euskadi son más bajos en formato digital que en formato papel en el caso de las chicas en las dos competencias.

   Se puede observar que tanto el porcentaje de chicos como de chicas de 15 años de Euskadi en los niveles bajos de rendimiento aumenta cuando las pruebas se han realizado en formato digital y así mismo disminuye el porcentaje en los niveles altos en las pruebas realizadas en este formato.

USO DE ORDENADOR Y RESULTADOS EN LAS PRUEBAS DIGITALES

    La tendencia muestra que en todos los países a un mayor porcentaje de uso del ordenador en casa mejoran los resultados tanto en la Competencia matemática como en la Competencia lectora cuando se ha realizado la prueba en formato digital.

   Cuando  se analiza el uso del ordenador en el centro educativo la tendencia es contraria, a mayor porcentaje de uso los resultados en ambas competencias son más bajos.

.

PISA: examples of computer-based items

 

• Digital Reading 2009
• Digital Reading 2012
• Mathematics
• Problem-Solving

        En competencia lectora en formato digital la puntuación media de las chicas de Euskadi es significativamente más alta que la de sus compañeros.

·           La diferencia en la puntuación media de los chicos de Euskadi con respecto a los de la OCDE es significativamente más baja.

·           En el caso de las chicas, la puntuación que obtienen les sitúa significativamente por debajo de sus compañeras de la OCDE.

RESULTADOS SEGÚN FORMATO DE LA PRUEBA

·         Tanto en Competencia matemática como en Competencia lectora el alumnado de Euskadi obtiene puntuaciones más bajas cuando las pruebas se realizan en formato digital.

·         Los resultados por sexo del alumnado de Euskadi son más bajos en formato digital que en formato papel en el caso de las chicas en las dos competencias.

·         Se puede observar que tanto el porcentaje de chicos como de chicas de 15 años de Euskadi en los niveles bajos de rendimiento aumenta cuando las pruebas se han realizado en formato digital y así mismo disminuye el porcentaje en los niveles altos en las pruebas realizadas en este formato.

USO DE ORDENADOR Y RESULTADOS EN LAS PRUEBAS DIGITALES

·         La tendencia muestra que en todos los países a un mayor porcentaje de uso del ordenador en casa mejoran los resultados tanto en la Competencia matemática como en la Competencia lectora cuando se ha realizado la prueba en formato digital.

·         Cuando  se analiza el uso del ordenador en el centro educativo la tendencia es contraria, a mayor porcentaje de uso los resultados en ambas competencias son más bajos.

El Mundo -País vasco

LEYRE IGLESIASBilbao

Suspenso de los niños vascos en las pruebas por ordenador

• Un análisis de PISA dice que están por debajo en lectura y matemáticas digitales