PISA test questions are more accurate in difficulty
A few days ago, Mr. Shen Xuancheng from the Institute of Curriculum and Teaching of East China Normal University took PISA2009 reading test questions and 2009 Shanghai senior high school entrance examination Chinese test questions as samples, and compared the similarities and differences in the number, types, difficulty and grading standards of the test questions, and made interesting discoveries. By comparing the number of test questions, it is found that 63 of the 14 1 questions provided by PISA2000 are open questions, accounting for about 45% of the total number of test questions, which is the largest number of test questions. In Shanghai, there are 1 1 topics in modern Chinese reading for senior high school entrance examination, of which 2 are open topics, accounting for less than 20%.
In Shen Xuancheng's view, the purpose of PISA reading evaluation is to examine students' ability to understand, use, reflect and evaluate the text, which is more suitable for practical open questions; The senior high school entrance examination not only pays attention to students' ability to understand and use language, but also takes into account students' memory and understanding of subject knowledge, such as words, rhetoric and sentence patterns.
In the comparison of test difficulty design, Shen Xuancheng thinks that compared with PISA, the traditional test theory is adopted to determine the difficulty of the senior high school entrance examination in China, and the difficulty positioning of the test questions is not accurate. PISA is a rigid ruler after a large-scale test and accurate mathematical analysis.
Although the 2009 Shanghai senior high school entrance examination rules stipulated: "The difficulty ratio of test questions is about 1: 1: 8, but this is only a rough estimate, and there is not enough evidence to locate its difficulty level. Take the two opening questions of Shanghai senior high school entrance examination in 2009 as an example, it is hard to say which question is more difficult, 5 points and 8 points, and it is hard to say what the basis is. The possible explanation is that the main points of the two questions in the reference answer are somewhat different, so it is probably not appropriate to grade the test questions, because the first thing that determines the score of a topic is the depth and length of text reading required to complete the topic, not the number of key points in the answer.
The traditional measurement method used in the senior high school entrance examination has the advantages of simplicity, low technical requirements and low cost, but it is not conducive to the horizontal and vertical comparison of the examination, nor to the quality analysis and monitoring. In the long run, the senior high school entrance examination should learn from the advantages of PISA examination, rely on professional propositions, accurately locate the difficulty of examination questions and establish its own examination database.
Family social economy affects academic performance.
Programme for international student assessment's research found that PISA's economic, social and cultural status index not only affects students' academic performance, but also affects the differences in education quality between different schools. Zhan Shengli of the Institute of General Education of Shanghai Education College takes PISA2006 as an example. In this PISA evaluation, the average score of OECD countries was determined to be 500. Among all participating countries and regions, Finland ranked first with an average of 563 points. Among all the participating countries, Finland not only has small overall differences, but also the differences between schools are far smaller than those within schools, which shows that Finnish schools have played a very positive role in promoting educational balance and improving educational equity caused by students' different family backgrounds.
In the United States, Britain and other European and American countries, the influence of family factors represented by economic, social and cultural indexes on students' scientific achievements is higher than that of Japanese, Korean, China, Hongkong, China and Macau and other East Asian countries and regions. This shows that the influence of European and American families on students' academic performance is higher than that of East Asia.
Students who are competitive are generally anxious.
Lu Jing, Secretary-General of PISA Shanghai Project Team, found in a recent survey that programme for international student assessment (PISA) pays more and more attention to the evaluation of students' participation in learning, and the connotation of participation is more and more extensive, including motivation, attitude, interest, love, anxiety, values, frequency and breadth of participation in learning activities in related disciplines, etc. This has many similarities with the category of "emotional attitude and values" in China's curriculum standards. PISA participation evaluation is divided into three levels: school participation, academic participation and subject participation. School participation refers to students' positive views on the school and the degree of participation in school activities; Academic participation refers to the overall feeling of learning and its participation in learning activities; Discipline participation refers to the evil degree of students' participation in learning activities in specific disciplines such as reading, mathematics and science.
PISA explored the method of evaluating participation in large-scale surveys. Lu Jing believes that participatory evaluation embodies the value pursuit of lifelong learning. PISA aims at evaluating students' lifelong learning ability, so it not only evaluates students' academic and interdisciplinary abilities, but also requires students to report their learning attitudes, participation and learning strategies, which are also important qualities that students must have to adapt to future social life.
Schools need to maintain and develop children's positive learning attitude, help students acquire their own skills to manage their own learning, cultivate students' interest in the science they have studied, and let students participate in school life more widely to ensure that they leave school with the motivation and ability of lifelong learning.
The PISA study in 2003 found that a highly competitive national education system (such as the extensive use of entrance examinations to select students) may bring students a higher level of ability. However, in the highly competitive education system (such as China, Hongkong, Japan, South Korea, etc. ), students' anxiety level is above average, their intrinsic motivation (interest and love for a certain subject) is low, and their sense of belonging to the school is low, so as to prepare for their adult life.
This means that although fierce competition may bring benefits to academic performance, it will pay a price in terms of students' motivation and mental health. These costs will have some unforeseeable negative effects in the long run, such as students' lifelong learning. This result has attracted worldwide attention, and since then PISA has paid more attention to the evaluation of learning participation. In order to effectively reduce students' academic burden, we must change the evaluation concept of focusing only on exam results and pay attention to students' lifelong development. This requires more attention to the evaluation of emotional attitudes and values. PISA can fully understand the overall development of students through participatory evaluation, and can reduce the limitations of evaluating students' ability only through cognitive tests.
Sample demonstration
PISA test emphasizes the use of reading.
The reporter found that PISA reading evaluation is very flexible and interesting to do. It is different from "modern reading" in our language. Instead of simply analyzing the main idea of an article or sentence and summarizing the theme, it emphasizes "application" in reading.
For example, give you a definition of drama script and theater works, and let testers combine the two. According to the stage technicians provided by the topic, find out the matching stage instructions from the script and fill in the appropriate position in the table to indicate the work that each technician is responsible for. Testers will also be asked to point out the approximate position of the protagonist on the stage in the picture according to the expression in the script.
For another example, the chart given in the title shows the water depth change of Lake Chad in the Sahara desert of North Africa. It also shows that Lake Chad disappeared completely around 20000 BC, the last ice age. It didn't appear again until 1 1000 BC. Today, the depth of the lake is still about the same as that in A.D. 1000.
According to the scale of vertical depth, what is the current depth of Lake Chad? Second, according to the scale on the horizontal axis, when did the chart start? Third, why did the author choose this year as the beginning? Interestingly, the reporter found that there is a note in the scoring standard, that is, if the third question is correct, even if the second question is miscalculated, it will give full marks.