• PISA 2015: Collaborative Problem Solving

  

  Over 4,500 New Zealand students took part in PISA 2015, which included an assessment of their collaborative solving abilities and attitudes towards cooperation. Collaborative problem solving is how an individual works together with others to solve a problem, through establishing and maintaining shared understanding and team organisation. This report summarises the results as they relate to New Zealand students.

  Author(s): Steve May, Ministry of Education.

  Date Published: November 2017

• Science achievement: What we know from New Zealand's participation in TIMSS 2014/15 and PISA 2015

  

  In 2014 and 2015 New Zealand took part in two large international studies – the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA). TIMSS focuses on the maths and science achievement of Year 5 and Year 9 students. PISA focuses on the reading, maths, and science literacy of 15-year-old students. Both studies also examine the context in which learning takes place.

  TIMSS and PISA assessment frameworks have slightly different approaches to science – TIMSS focuses on curriculum, teaching, and learning, while PISA focuses on science literacy for life beyond school for the average student. While still assessing all three areas of literacy (reading, maths, and science), each cycle of PISA has a main focus on only one of these areas – in this cycle it was science.

  Author(s): Comparative Education Research Unit, Ministry of Education.

  Date Published: May 2017

• Mathematics achievement: What we know from New Zealand's participation in TIMSS 2014/15 and PISA 2015

  

  In 2014 and 2015 New Zealand took part in two large international studies – the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA). TIMSS focuses on the maths and science achievement of Year 5 and Year 9 students. PISA focuses on the reading, maths, and science literacy of 15-year-old students. Both studies also examine the context in which learning takes place.

  TIMSS and PISA assessment frameworks have slightly different approaches to maths – TIMSS focuses on curriculum, teaching, and learning, while PISA focuses on maths literacy for life beyond school for the average student. While still assessing all three areas of literacy (reading, maths, and science), each cycle of PISA has a main focus on only one of these areas – in this cycle it was science.

  Author(s): Comparative Education Research Unit, Ministry of Education.

  Date Published: May 2017

• PISA 2015: New Zealand Students Wellbeing

  

  Students’ educational outcomes can be affected by a range of factors from inside and outside of the school grounds. For example, students who are motivated to succeed have high expectations for the future, and those who have a strong sense of belonging at school tend to have better academic outcomes. It is therefore vitally important that parents, educators and system leaders understand and act on these aspects of student wellbeing.

  In 2015, the Programme for International Student Assessment (PISA) measured these and other aspects of wellbeing among 15-year-olds across 70 countries. This report summarises the main results as they relate to New Zealand students. Where relevant, this report also triangulates information from other studies to provide a fuller understanding of student wellbeing.

  Author(s): Comparative Education Research Unit, Ministry of Education.

  Date Published: April 2017

• PISA 2015: New Zealand headline results

  

  Scientific literacy was the major focus in PISA 2015 and reading and mathematics literacy the minor focuses. In New Zealand over 4,500 students from 183 schools took part in the study in July/August 2015.

  DISCLAIMER:

  “A prior version of these reports was published on the 6th December 2016. There was a minor error that has now been corrected. These reports are accurate as of 22 December 2016”.

  Author(s): Comparative Education Research Unit, Ministry of Education

  Date Published: December 2016

• What is PISA

  

  The Programme for International Student Assessment (PISA) is an international study that assesses and compares how well countries are preparing their 15-year-old students to meet real-life opportunities and challenges.

  This study is an initiative of the Organisation for Economic Co-operation and Development (OECD).

  Author(s): Research Division, Ministry of Education

  Date Published: December 2016

• PISA 2015: The science context for PISA

  

  The findings presented come from the administration of PISA 2015 where the main domain was science and cover both science achievement and the context in which the science learning of 15-year-old students takes place. This report is divided into two main sections: student-related science outcomes and teaching-related science outcomes.

  The first section examines the motivation, attitudes, and beliefs of 15-year-old students with respect to science education, as well as their out of class experiences with science and expectations of future careers in science. The relationship between students’ achievement in science and their attitudes to and engagement with science are also examined, and comparisons are made by gender and main ethnic groupings.

  The second section looks at the situation in which science education occurs; namely the teaching practices used in the science classroom, and the qualifications and professional knowledge of those teaching science to our 15-year-olds.

  DISCLAIMER:

  “A prior version of these reports was published on the 6th December 2016. There was a minor error that has now been corrected. These reports are accurate as of 22 December 2016”.

  Author(s): Sarah Kirkham with Steve May, Comparative Education Research Unit, Ministry of Education

  Date Published: December 2016

• PISA 2015: New Zealand Summary Report

  

  This summary report provides an overview of New Zealand results for science, reading and mathematics literacy in an international context. In addition this report looks at the overall trends in New Zealand achievement for each of these subjects as well as for priority learners (Māori, Pasifika and low socio-economic students).

  DISCLAIMER:

  “A prior version of these reports was published on the 6th December 2016. There was a minor error that has now been corrected. These reports are accurate as of 22 December 2016”.

  Author(s): Steve May with Jonathan Flockton and Sarah Kirkham, Comparative Education Research Unit, Ministry of Education

  Date Published: December 2016

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