PISA 2018 results show reading skills need to be improved around the world
The conclusions of the 2018 International Student Assessment Program (PISA) are in place, revealing which countries performed best on certain indicators.
This comprehensive assessment of education systems is carried out every three years by the Organization for Economic Co-operation and Development (OECD), measuring the ability of 15-year-olds to use their knowledge and skills in reading, mathematics and science to take on real-life challenges.
China and Singapore ranked first and second in math, science and reading, followed by Elstonia and Canada.
According to PISA 2018 Insights and interpretations report, âThe aim of PISA was not to create another layer of top-down accountability, but to help schools and policy makers shift from an upward gaze within the education system to an outward and outward look. the next teacher, the next school, the next country.
âEssentially, PISA counts what matters and makes that information available to educators and policy makers so they can make more informed decisions. The OECD countries that launched PISA have also tried to differentiate it from traditional assessments in other ways.
âIn a world that increasingly rewards individuals not only for what they know, but for what they can do with what they know, PISA goes beyond assessing student ability. to replicate what they have learned in school.
âTo be successful in PISA, students must be able to extrapolate from what they know, think beyond disciplinary boundaries, apply their knowledge creatively in new situations and demonstrate strategies effective learning.
Overall, while some countries have improved their rankings since the last assessment in 2015, the scores do not show a significant increase over the years, despite heavy investments in the education systems of some countries.
In the OECD, the average performance in reading, mathematics and science remains the same as twenty years ago https://t.co/LY5365U7Km
– The Economist (@TheEconomist) December 3, 2019
The Economist said: âDespite the fact that expenditure per student in the OECD has increased by 15%, average performance in reading, math and science remains essentially the same as at the start of the tests. Pick a country at random and it is just as likely to have regressed as it has improved.
The reading promoter on the test, in particular, shows that there is an overall decline in interest in reading and that reading skills do not improve in time – although they have improved in the past. a few countries like Scotland.
Here’s what the review found:
Lower literacy rates
Reading skills have not improved significantly in recent years, even in high- and middle-income countries.
According to the report, âMore than ten million students represented by PISA in 2018 were unable to complete even the most basic reading tasks – and these were 15-year-olds living in all 79 countries. high- and middle-income earners who have participated in the program. test.”
One in four students in OECD countries is unable to complete even the most basic reading tasks, which means they will likely struggle to find their way in an increasingly digital world.
– OECD â¡ï¸ Better policies for better lives (@OCDE) December 3, 2019
However, when measuring literacy, the test went beyond reading comprehension. PISA 2018 defined reading fluency as âunderstanding, using, evaluating, reflecting and engaging with texts in order to achieve goals, develop knowledge and potential, and participate in societyâ.
The assessment found that the proportion of 15-year-old students who achieved the highest levels (level 5 or 6 on the PISA reading test) has increased only slightly since the last assessment in 2009 – from 7% to 9% in 2018. Even in high-performing Singapore, only one in four 15-year-olds achieve the highest level.
Decreased interest in reading
Percentage of students in OECD countries with poor reading skills (selection):
ðEstonia – 11%
ðRepublic of Korea – 15%
Germany – 21%
ðOECD average – 23%
Luxembourg – 29%
ðColombia – 50%#PISA
– DW Politics (@dw_politics) December 3, 2019
The lack of increased reading ability could be linked to the rise of technology, as the survey also found that reading habits have also changed in this digitally driven generation.
The results showed that âstudents seem to read less for fun and read less fiction books, magazines or newspapers because they want to (not because they have to).
“Instead, they read more to meet practical needs, and they read more in online formats, such as chats, online news, or websites with practical information.”
In fact, the survey found an increase in the number of students who find reading “a waste of their time” and that fewer students read for pleasure.
Therefore, schools need to do more to increase reading skills and foster a natural interest in reading.
In this age of fake news and accessibility of information via the Internet, students must also have digital literacy when it comes to reading online.
As the report states, âAll students should be able to read complex texts, distinguish between credible and unreliable sources of information, and between fact and fiction, and question or question. seek to improve the knowledge and accepted practices of our time. “
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