PISA 2000: The New Zealand context

Publication Details

The New Zealand context to the PISA 2000 study is the focus of this report, published in August 2002. The performance of sub-groups of 15-year-olds is examined with particular emphasis on boys and girls and different ethnic groupings. Factors associated with achievement including attitudes to learning, the school and family environment are examined in the report.

Author(s): Fiona Sturrock and Steven May, Comparative Education Research Unit, Ministry of Education.

Date Published: 2002

Executive Summary

Incorporated corrections of this publication are available in Microsoft Word format along with a copy of the Errata document for those who have a hard copy of the publication, these are available in the Inset Box above in the top right hand corner of this webpage.

In 2000 New Zealand took part in an international study that assessed the skills and knowledge of 15-year-old students in three key areas of knowledge and skill: reading literacy; mathematical literacy; and scientific literacy. The study, known as the Programme for International Student Assessment (PISA), was commissioned by the Organisation for Economic Co-operation and Development (OECD). New Zealand was one of 32 countries that took part. Twenty-eight of these countries are members of the OECD.

PISA was first administered in each participating country in 2000 and from now on it will be administered every three years. Although each area of knowledge and skill is assessed on each occasion, the focus of the study changes. In 2000 the focus was on reading literacy, in 2003 it will be on mathematical literacy and in 2006 the focus will be on scientific literacy. The main focus on reading literacy means that, as well as looking at how students performed on average, the different levels of proficiency they achieved in this assessment can also be examined.

This report follows on from the New Zealand Summary Report "Assessing Knowledge and Skills for Life", released in December 2001 and provides more detailed results within a New Zealand context. In particular, emphasis is placed on the performance of sub-groups of the New Zealand population.

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