Learners for life : student approaches to learning ; results from Pisa 2000 ; Programme for International Student Assessment
|Faculty/Professorship:||Empirical Educational Research|
|Author(s):||Artelt, Cordula ; Baumert, Jürgen; Julius-McElvany, Nele; Peschar, Jules L.|
|Publisher Information:||Paris : OECD|
|Year of publication:||2003|
|Pages:||133 ; Illustrationen, Diagramme|
What are students like as learners as they approach the end of compulsory education? The answer matters greatly, not only because those with stronger approaches to learning get better results at school but also because young adults able to set learning goals and manage their own learning are much more likely to take up further study and become lifelong learners.
The OECD Programme for International Student Assessment (PISA) provides a unique opportunity to look at how students approach learning, alongside how well they perform in key subject areas. This report analyses the results, focusing on aspects of students’ motivation, self-belief and use of various learning strategies that together make it more likely that a student will become a confident and self-regulated learner.
The results confirm strong links between such student approaches to learning and measurable student outcomes. For example, students showing strong interest in reading and those who are more confident of their ability to solve problems that they find difficult are more likely to perform well. The report also shows particularly strong links between students’ tendency to control their own learning, by consciously monitoring progress towards personal goals, and their motivation and self-belief. This suggests that effec-tive learning cannot simply be taught as a skill but also depends heavily on developing positive attitudes.
This report offers policy-makers a fine-grained analysis of which particular learner characteristics are prevalent in different countries. It also identifies differences between the approaches to learning of various groups, including male and female students, and those from more and less advantaged social backgrounds. The results point to ways in which education systems can focus efforts to help different groups of students become more effective learners.
PISA is a collaborative effort, bringing together scientific expertise from the participating countries, steered jointly by their governments on the basis of shared, policy-driven interests. Participating countries take respon-sibility for the project at the policy level through a Board of Participating Countries. Experts from participat-ing countries serve on working groups that are charged with linking the PISA policy objectives with the best available substantive and technical expertise in the field of international comparative assessment of educational outcomes. Through participating in these expert groups, countries ensure that the PISA assessment instru-ments are internationally valid and take into account the cultural and curricular contexts of OECD Member countries, that they provide a realistic basis for measurement, and that they place an emphasis on authenticity and educational validity. The frameworks and assessment instruments for PISA 2000 are the product of a multi-year development process and were adopted by OECD Member countries in December 1999.
This report is the product of a concerted effort between the authors Cordula Artelt, Jürgen Baumert, Nele Julius-McElvany and Jules Peschar, the countries participating in PISA, the experts and institutions work-ing within the framework of the PISA Consortium, and the OECD. The report was prepared by the OECD Directorate for Education under the direction of Kooghyang Ro and Andreas Schleicher. The development of the report was steered by the Board of Participating Countries, chaired by Eugene Owen of the National Center for Education Statistics in the United States. Annex E of the report lists the members of the various PISA bodies as well as the individual experts and consultants who have contributed to this report and to PISA in general.
|Release Date:||25. March 2022|
originated at the
University of Bamberg
University of Bamberg