The OECD Programme for International Student Assessment (PISA) assesses the extent to which 15-year-old students have acquired key knowledge and skills that are essential for full participation in modern societies. The assessment, which focuses on reading, mathematics, science and problem-solving, does not just ascertain whether students can reproduce what they have learned; it also examines how well they can extrapolate from what they have learned and apply that knowledge in unfamiliar settings, both in and outside of school. This approach reflects the fact that modern societies reward indivi
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The OECD Programme for International Student Assessment (PISA) assesses the extent to which 15-year-old students have acquired key knowledge and skills that are essential for full participation in modern societies. The assessment, which focuses on reading, mathematics, science and problem-solving, does not just ascertain whether students can reproduce what they have learned; it also examines how well they can extrapolate from what they have learned and apply that knowledge in unfamiliar settings, both in and outside of school. This approach reflects the fact that modern societies reward individuals not for what they know, but for what they can do with what they know.
Around 510,000 students (representative of about 28 million students overall) from all 34 OECD member countries and 31 partner countries and economies participated in PISA 2012, representing more than 80 per cent of the world economy. For the first time, PISA 2012 also included an assessment of the financial literacy of young people. The 2012 results for New Zealand show a decline in mathematics, reading, and science ability since 2009. The proportion of students at the lowest levels of achievement has increased. New Zealand’s results are still above the OECD average in mathematics, reading and science. However, New Zealand is being overtaken by more countries and caught up by others. The decline in performance is the result of the accumulation of a combination of factors over time. A number of initiatives are expected to halt the observed decline and lift achievement. These have been introduced to encourage more use of individual student achievement data, further support the quality of teaching, and promote high-level leadership in the education sector. However, more will be needed if New Zealand is to return to its previous position.
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