Helping students navigate an interconnected world — What to expect from PISA 2018 Volume VI
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Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success. In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes. The results of this assessment – PISA 2018 Volume VI – will be launched on 22 October. Want to get a head start on what this latest Volume is all about? Andreas Schleicher, OECD Director for Education and Skills, unveils the main themes addressed in Volume VI and what to expect from the data.
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Helping students navigate an interconnected world — What to expect from PISA 2018 Volume VI
- 1. PISA 2018 Results Programme for International Student Assessment Are students ready to thrive in an interconnected world? Results from the first assessment of Global Competence
- 2. PISA 2015 OECD Partners Environmental degradation Climate change Migration Middle class Polarisation of societies Renewable energy Loss of biodiversity Water and food shortages Natural disasters Financial crises Nationalism Democratisation Multinational companies Harmonization of values Interdependent markets Trade openness Emerging economies Poverty Ageing Radicalisation Tourism Inequality International governance Global integration
- 3. PISA 2015 OECD Partners Environmental degradation Climate change Migration Middle class Polarisation of societies Renewable energy Loss of biodiversity Water and food shortages Natural disasters Financial crises Nationalism Democratisation Multinational companies Harmonization of values Interdependent markets Trade openness Emerging economies Poverty Ageing Radicalisation Tourism Inequality International governance Global integration Contemporary societies call for complex forms of belonging and citizenship where individuals must interact with distant regions, people and ideas while also deepening their understanding of their local environment and the diversity within their own communities. Effective communication and appropriate behavior within diverse teams are keys to success in many jobs, and will remain so as technology makes it easier for people to connect
- 4. • Are students able to critically examine contemporary issues of local, global and intercultural significance? • Do students understand and appreciate multiple cultural perspectives (including their own)? • Are students prepared to interact respectfully across cultural differences? • Do students care about the world and take action to make a positive difference? • What inequalities exist in access to education for global competence between and within countries? • What approaches to multicultural, intercultural and global education are commonly used in school systems worldwide? • How are teachers being prepared to develop students’ global competence? Key questions for the PISA 2018 assessment
- 5. • The first place where children encounter the diversity of society • Provide students with opportunities to learn about global developments that affect the world and their own lives • Teach students to develop a fact-based and critical worldview • Equip students with an appreciation of other cultures and an awareness of their own cultural identities • Engage students in experiences that facilitate international and intercultural relations • Promote the value of diversity, which in turn encourages sensitivity, respect and appreciation A role for schools
- 6. Country participation 27 (full assessment) 39 (questionnaire only)
- 7. PISA’s definition of global competence e.g. history course about industrialisation in the developing world
- 8. PISA’s definition of global competence Effectively combining knowledge and critical reasoning in order to establish an informed opinion on a global or intercultural issue. Material, social and subjective aspects of culture Requires higher order thinking skills such as selecting and weighing appropriate evidence, as well as media literacy. Globally competent students can draw on and combine the disciplinary knowledge and modes of thinking acquired in schools to ask questions, analyse data and arguments, explain phenomena, and develop a position concerning a local, global or cultural issue e.g. history course about industrialisation in the developing world
- 9. PISA’s definition of global competence Willingness and capability to understand global issues, and others’ perspectives and behaviours from multiple points of view. Recognising that perspectives and behaviours – including one’s own – are inherently shaped by various influences and concepts of reality Globally competent students can retain their cultural identity but are simultaneously aware of the cultural values and beliefs of people around them, they examine the origins and implications of others’ and their own assumptions e.g. student noticing culturally-related behaviour
- 10. PISA’s definition of global competence Understanding the cultural norms of different contexts and adapting behaviour and communication accordingly The capacity to interact with others in ways that are open (i.e. with sensitivity and engagement), appropriate (i.e. respectful) and effective. Globally competent students create opportunities to take informed, reflective action and have their voices heard e.g. effective collaboration with students in other countries
- 11. PISA’s definition of global competence Readiness to respond to a given local, global or intercultural issue. Being ready and willing to take informed, reflective action and an engagement to improve living conditions in one’s own communities and beyond.
- 12. PISA’s definition of global competence
- 14. Basic Intermediate Advanced Rubric for assessing cognitive processes Each cognitive process, and each sub-category of cognitive process, has a corresponding rubric for level of development
- 15. 1. Evaluate evidence and explain issues The student takes the information at face value without considering contextual factors. The student considers contextual factors to assess the reliability of a source. They can detect clear biases and inconsistencies, but show a rather limited view of reliability. The student understands perspectives as intrinsic to sources. They can distinguish the communicative intentions of sources and claims (facts, opinions, propaganda). They can take into account stated and unstated premises in a statement about global or intercultural issues, evaluate whether the assumptions or premises are reasonable or well- grounded in evidence. Example: Selecting sources: Weighing their reliability and relevance
- 16. Basic The student has a simplistic view of perspectives: one person, one perspective Intermediate The student sees differences in perspectives as rooted in cultural, religious, socio- economic, regional and other backgrounds. They recognise that they also hold a particular worldview. Advanced The student can describe and interpret multiple perspectives, and articulate relationships among them. They also understand that an individual’s identity is complex (e.g. one can hold simultaneous identities). They recognise that they also hold a particular worldview. 2. Identify and analyse multiple perspectives and world views Example: Recognising perspectives and world views
- 17. 3. Understand differences in communication The student lacks awareness of the social impact and effects on others of different communication styles. The student understands some of the social impact of different communication styles, including how linguistic choices may result in a breakdown of communication. The student can anticipate and manage breakdowns in communication. He can employ linguistic devices such as avoiding categorical claims, providing re- statements, connecting to what others said, sharing questions and puzzles, acknowledging contributions. Example: Understanding the norms of respectful dialogue
- 18. Questionnaire How informed are you about the following topics? (Please select one response in each row.) I have never heard of this I have heard about this but I would not be able to explain what it is really about I know something about this and could explain the general issue I am familiar with this and I would be able to explain this well Climate change and global warming 01 02 03 04 Global health (e.g. epidemics) 01 02 03 04 Migration (movement of people) 01 02 03 04 Impacts of developments in the global economy 01 02 03 04 International conflicts 01 02 03 04 Hunger or malnutrition in different parts of the world 01 02 03 04 Causes of poverty 01 02 03 04 Equality between men and women in different parts of the world 01 02 03 04
- 19. Other questions Construct Example question Adaptability I can deal with unusual situations. Respect for people from other cultures I value the opinions of people from different cultures Global-mindedness When I see the poor conditions that some people live under, I feel a responsibility to do something about it. Self-efficacy regarding global issues I can explain why some countries suffer more from global climate change than others Student’s engagement (with others) regarding global issues I keep myself informed about world events via social media Global competence activities at school I am often invited by my teachers to give my personal opinion about international news
- 20. 22-23 October 2020 Online Event conference.afs.org #AFScon Worldwide launch of PISA Global Competence Assessment results
Editor's Notes
- Much healthier European participation in the questionnaire element, although with some notable exceptions (Nordics, Netherlands, Belgium and England and Wales). A combination of factors have unfortunately led to many countries deciding not participate in PISA GC: Some countries were worried that a PISA assessment on global competence could put additional pressure on an already overloaded curriculum and teachers. Some countries considered global competence to be too complex, multidimensional and dependent on the cultural context to be reliably measured in an assessment like PISA. Some countries cited methodological concerns (namely a lack of adequate development time and testing – the first iteration of the assessment framework developed by the PISA contractor was rejected by countries, and so the OECD then took ownership of the development in-house and with a new group of experts. However, this complete redevelopment meant that, given the very tight timeline of the PISA development cycle, there was not enough time to conduct a full-scale Field Trial due to lack of time to translate all the assessment materials into all PISA languages etc.) However, given that the OECD doesn’t explicitly ask countries as to why they are not participating in the options they choose, we have no real way of knowing the exact reasons why countries did not choose to participate.
- Global competence is a multi-dimensional concept, and one that is supported in all dimensions by four distinct, yet interrelated “building blocks”. These are knowledge, skills, attitudes and values. For example if we take the first dimension – “examine local, global and intercultural issues” – this requires knowledge of a particular issue; the skills to transform awareness into a deeper understanding; and the attitudes and values to reflect on the issue from multiple perspectives. Effective education for global competence therefore gives students the opportunity to use and develop their knowledge, skills, attitudes and values in relation to global or intercultural issues.
- There are two elements to the PISA GC assessment: You can see from the slide that the cognitive test focuses on the cognitive facets of global competence: in other words, it will give us valuable international data on whether students can use their background knowledge and cognitive skills to critically analyse and respond to new information on global issues or culturally diverse people. The questionnaire will provide complementary information on the attitudes and social skills of students that are relevant to global competence but whose measurement goes beyond the parameters of the PISA cognitive test. Although values are also an integral component of the framework, they will not be directly assessed in PISA 2018.
- The framework provides a detailed explanation of what students should be able to do at different levels of development for all the four cognitive processes (table 1 in the framework document)
- Levels of development for the four cognitive processes (table 1 in the framework document)