Programme for International Student Assessment 2009

PISA 2009 is a comparative study of student achievement, which assessed and compared the competencies of 15-year old students in reading, mathematics and science in the OECD states and 33 OECD partner countries.

Project Description

PISA stands for the “Programme for International Student Assessement“. This international comparison of student achievement is conducted on behalf of the Organisation for Economic Co-operation and Development (OECD) and it assesses the skills of 15-year old youths in the areas of reading competence, science and mathematics education in the OECD countries as well as in 33 OECD-partnering countries (2009). PISA has been regularly carried out on an international scale every three years since 2000 with German participation.

The Standing Conference of Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (KMK) commissioned the DIPF with the national project management for the PISA 2009 study in Germany.

Objectives

PISA assesses in how far students have acquired competencies by the end of compulsory education that enable them to actively particpate in society. In all of the participating countries, this concerns the age group of 15-year-old youths. The test tasks are not based on specific curricula, but rather on knowledge and skills that are needed  for the application and acquisition of knowledge in private and professional daily life.

In particular, PISA assesses in how far the different education systems in the participating countries succeed in granting young people equal opportunities for educational success, independent of their socio-economic and socio-cultural origin. 

 

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Reading competence means more than just being able to discern written information. Most of all, PISA assesses the ability to comprehend different texts in terms of their meaning, intention and form and the ability to assign them to a broader context.  

Mathematical competence implies that a person has a basic understanding of mathematics and its significance in our cultural and technical world. PISA focuses on examining functional applications of mathematics in different contexts.

Science competencies imply that a person understands basic science concepts and that s/he is familiar with scientific processes of thinking and working. PISA is mainly concerned with assessing whether important concepts from the domains of physics, chemistry, biology and geological sciences can be applied appropriately in given situations.

International Reference Points

In 2009, DIPF was not only in charge of the project management at a national level, but it was also a member of the international PISA 2009 consortium and thus participated in the development and practical testing of innovative, computer-based test formats. This enhancement of traditional test methods bore the advantage of an efficient assessment of achievements and allowed for an application of real-life test scenarios by means of dynamic and interactive tasks.

Publications

PISA 2009 BerichtsbandThe national report on PISA 2009 was published in December 2010 by Waxmann Verlag. The german title is "PISA 2009. Summary of a Decade." The book can be ordered at Waxmann Verlag.

Eckhard Klieme, Cordula Artelt, Johannes Hartig, Nina Jude, Olaf Köller, Manfred Prenzel, Wolfgang Schneider, Petra Stanat (Hrsg.) (2010). PISA 2009. Bilanz nach einem Jahrzehnt. ISBN 978-3-8309-2450-0

The complete book is also available on pedocs. 

 Funding

In Germany, PISA is commissioned and funded by the Standing Conference of Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany.

Cooperations

The following scientists are members of the German PISA 2009 consortium:

  • Prof. Dr. Eckhard Klieme, German Institute for International Educational Research (DIPF) in Frankfurt/Main, consortium speaker
  • Prof. Dr. Cordula Artelt, professor for empirical educational research, Bamberg University
  • Prof. Dr. Johannes Hartig, German Institute for International Educational Research (DIPF) in Frankfurt/Main
  • Prof. Dr. Olaf Köller, Leibniz Institute Science education (IPN) at Kiel University
  • Prof. Dr. Manfred Prenzel, School of Education, TU Munich
  • Prof. Dr. Wolfgang Schneider, professor for pedagogical psychology, Würzburg University
  • Prof. Dr. Petra Stanat, director of the institute for quality development in education (IQB), Humboldt University Berlin

Project Management

Project Details

Status:
Completed Projects
Department: Teacher and Teaching Quality
Duration:
01/2007 – 09/2011
Funding:
External funding
Contact: Prof. Dr. Nina Jude, Associated Researcher