FAIRFAX COUNTY PUBLIC SCHOOLS
September 2013
OECD Test for Schools*
FCPS’ Learning Journey
Based on
the PISA*
Welcome and Introductions
What I
know
about
PISA!
Outcomes
 Gain a greater understanding
of the PISA Test
 Engage in a dialogue
concerning the PISA results
 Show how to locate
information online
PISA Purpose
• Benchmarking in reading,
math and science
• Results and comparative
analysis
• Policy analysis
It is not:
• Mandated or standardized
• Not formative
• Not aligned to common core or
specific curricular standards
PISA for Schools Pilot
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125 Schools in Canada, UK and US
48 School Districts
FCPS had 10 schools participate
6 magnets, 6 charters and 1 private
school included
7,400 students tested during May and
June 2012
75 students per school targeted
Reading, Math, and Science are
assessed
Students also answered a
questionnaire about classroom
management and relationships with
teachers
PISA
• Students were selected by the testing
company, based on their birthday
• Students had ~ 3 hours to complete the
PISA test for schools, including the
questionnaire
• Students had to be able to take a
paper and pencil test
OECD Test for Schools Case Study
PISA’s Measure of SES
The PISA index of social,
cultural and economic status is
based on information
provided by students about
their parents’ education,
occupations and wealth (i.e.,
internet, computers, cars, and
bathrooms)
Noted on slides as: PISA index
of socio-economic background
(ESCS)
Langley High School
Socio-economic advantage of students
Langley High School
The socio-economic background of students in Fairfax County schools
How the mathematics performance of the schools in Fairfax County compare with other schools in the United States on PISA 2009
Mathematics
Fairfax County Public Schools (2012)
Schools in the United States that participated in PISA 2009
Mean score on the PISA mathematics scale
700
600
600 is the Shanghai Mean
500
487 is the US Mean
400
300
1
-2
-1.5
-1
-0.5
0
Socio-economic background (ESCS)
0.5
1
1.5
2
Mathematics
Levels
Examples of 4C’s in each level
6
•
Students can conceptualize, generalize and utilize information based on their
investigations and modeling of complex problems
5
•
Students can reflect on their problem solving actions and communicate their
interpretations and reasoning
4
•
Students can select and integrate different representations, including symbolic
ones, linking them directly to the real-world.
3
•
Students can write short communications reporting their interpretations,
results and reasoning
2
•
Students can extract relevant information from a single source
1
•
Student can perform actions that are obvious
How proficient are students in schools in Fairfax County in mathematics?
MATHEMATICS
Students at Level 2 or above
Students at Level 1 or below
Chantilly HS
Falls Church HS
Hayfield SS
Herndon HS
Langley HS
Lee HS
Mount Vernon HS
Oakton HS
Thomas Jefferson HSST
Woodson HS
FCPS--Pilot Average
US--2009
Shanghai-China--2009
-100
-80
Level1
-60
Below Level 1
-40
Level 2
-20
Level 3
0
20
Level 4
40
Level 5
60
Level 6
80
100
Are You Smarter Than a
15-Year-Old?
11
Reflection
• What do you notice about the assessment?
• What do students need to know and be able to do?
• Were the questions hard or easy for you?
• What types of questions were harder?
Levels
Examples of 4C’s in each level
6
•
Students can conceptualize, generalize and utilize information based on their investigations
and modeling of complex problems
5
4
3
2
1
•
Students can reflect on their problem solving actions and communicate their interpretations
and reasoning
•
Students can select and integrate different representations, including symbolic ones, linking
them directly to the real-world.
•
Students can write short communications reporting their interpretations, results and
reasoning
•
Students can extract relevant information from a single source
•
Student can perform actions that are obvious
Students’ Self-efficacy in
Mathematics
• Self-efficacy in mathematics:
Students’ self-belief in their ability
to overcome difficulties or
obstacles to solving math problems
• Confidence that one will be able to
solve a problem is a precursor to
investing the time and effort
needed to tackle it
Oakton
Teacher Student-Relations
Other Data Available
• International and national
comparisons
• Learning Environment and
Teacher-Student Relationship
• Students’ reading habits
• Students’ attitudes about
reading, math and science
• Student’s self-beliefs and interest
in reading and science
• Public and private school
comparisons
• Boys and girls comparison in
reading, math, and science
• Extensive research information
Next Steps for FCPS
• Participate in 2013 -14
• Network with other schools in the US that
participated in the PISA pilot
– America Achieves Event
– EdLeader21
• Share the results with all FCPS schools
– Pyramid Planning
– Benchmarking against the best
– Leadership Conference- Pasi Sahlberg
– Division Strengths/Challenges
• Examine FCPS/VA/US policies to
ensure they are supportive of
the best conditions for learning
Final Thoughts
What does this mean
for parents?
Want to know more?
http://www.fcps.edu/pla/ost/_pisa/pisa_index.shtml