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Last Dec I wrote up some notes re: PISA in preparation for a radio interview. Some of them might be useful in light of last night's release of TIMSS data.
Difference between PISA/TIMSS tests: PISA is completed by 15 yo's, TIMSS by year 4 and 8 students.
Difference between PISA/TIMSS tests: PISA is completed by 15 yo's, TIMSS by year 4 and 8 students.
PISA focuses on Reading, Maths and Science Literacy (how knowledge is applied to everyday contexts), TIMSS is focused on 'curriculum' knowledge in Maths and Science. PISA focuses on only one domain each cycle. This round, in 2018, it was literacy, which was last the focus in 2009
So with PISA, it's a bit harder to be really confident with subject trends. That didn't stop the last PISA results spawning days of headlines and arguably, a lot of catastrophizing. NSW and Aus set off curriculum reviews. Science was specifically targeted.
I pointed out at the time that this was really an overreaction. In fact, in reading and maths, PISA showed no statistically significant difference since 2015. In Science, TIMSS told us the same held for science.
I'm analysing data from VALID, a test *all* students in NSW sit (both PISA/TIMSS use much smaller samples). VALID also showed no differences in the same period.
On top of all that, ACT and NSW have some pretty impressive results e.g., ACT is in top 5 for reading
On top of all that, ACT and NSW have some pretty impressive results e.g., ACT is in top 5 for reading
So, what's going on? Basically, politics. PISA has become popular among politicians and journalists. It provides the appeal of a single number representing a complex activity. It can be used to justify, or support, almost anything.
There’s even a name for It, PISA shock. In fact, there was a study that looked at media responses to PISA and even in countries that are doing well, the PISA reporting is still negative.
I'm not saying it's not useful, but it's not being used correctly. Throwing out an entire syllabus when the issue is the different performances of states, or specific aspects of knowledge just doesn't make sense. We need to be more considered with these data.
It's sad for me, because I believe in the power of quantitative data. And we have some great tools, but no appetite for considered analysis and interpretation. It's not a sexy headline, but it is the solution.
Anyway, here's our data. Just wanted to say a big congrats to our students and teachers, especially in Maths and Science!
