PISA Learning for Tomorrow's World: First Results from PISA 2003 Author
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Learning for Tomorrow's World,First Results from PISA, 2003 (2004)
EN HC NWISBN: 9789264007246 bzw. 9264007245, in Englisch, Organization For Economic Cooperation And Development Oecd, gebundenes Buch, neu.
Lieferung aus: Niederlande, 5-10 werkdagen.
bol.com.
Are students well prepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? These are questions that parents, students, the public and those who run education systems continually ask. The OECD Programme for International Student Assessment (PISA) provides some of the answers to these questions. It assesses to what extent students near the end of compulsory schooling have... Are students well prepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? These are questions that parents, students, the public and those who run education systems continually ask. The OECD Programme for International Student Assessment (PISA) provides some of the answers to these questions. It assesses to what extent students near the end of compulsory schooling have acquired some of the knowledge and skills that are essential for full participation in society. The first PISA assessment was conducted in 2000. For some countries, the results were disappointing, showing that their 15-year-olds' performance lagged considerably behind that of other countries, sometimes by the equivalent of several years of schooling and sometimes despite high investments in education. PISA 2000 also highlighted significant variation in the performance of schools and raised concerns about equity in the distribution of learning opportunities.Have things changed since 2000? Learning for Tomorrow's World: First results from PISA 2003 presents initial results from the PISA 2003 assessment. The report goes well beyond an examination of the relative standing of countries in mathematics, science and reading. It also looks at a wider range of educational outcomes that include students' motivation to learn, their beliefs about themselves and their learning strategies. It examines how performance varies between the genders and between socio-economic groups. And it provides insights into some of the factors that influence the development of knowledge and skills at home and at school, how these factors interact and what the implications are for policy development. Most importantly, the report sheds light on countries that succeed in achieving high performance standards while, at the same time, providing an equitable distribution of learning opportunities. These are noteworthy achievements. Will other countries take up the challenge? The OECD Programme for International Student Assessment (PISA) PISA is a collaborative process among the 30 member countries of the OECD and nearly 30 partner countries. It brings together scientific expertise from the participating countries and is steered by their governments on the basis of shared, policy-driven interests. PISA is an unprecedented attempt to measure student achievement, as is evident from some of its features: – The literacy approach: PISA aims to define each assessment area (mathematics, science, reading and problem-solving) not mainly in terms of mastery of the school curriculum, but in terms of the knowledge and skills needed for full participation in society.– A long-term commitment: It will enable countries to monitor regularly and predictably their progress in meeting key learning objectives.– The age-group covered: By assessing 15-year-olds, i.e. young people near the end of their compulsory education, PISA provides a significant indication of the overall performance of school systems.– The relevance to lifelong learning: PISA does not limit itself to assessing students' knowledge and skills but also asks them to report on their own motivation to learn, their beliefs about themselves and their learning strategies.Taal: Engels;Afmetingen: 25x279x210 mm;Gewicht: 1,08 kg;Verschijningsdatum: december 2004;ISBN10: 9264007245;ISBN13: 9789264007246; Engelstalig | Hardcover | 2004.
bol.com.
Are students well prepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? These are questions that parents, students, the public and those who run education systems continually ask. The OECD Programme for International Student Assessment (PISA) provides some of the answers to these questions. It assesses to what extent students near the end of compulsory schooling have... Are students well prepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? These are questions that parents, students, the public and those who run education systems continually ask. The OECD Programme for International Student Assessment (PISA) provides some of the answers to these questions. It assesses to what extent students near the end of compulsory schooling have acquired some of the knowledge and skills that are essential for full participation in society. The first PISA assessment was conducted in 2000. For some countries, the results were disappointing, showing that their 15-year-olds' performance lagged considerably behind that of other countries, sometimes by the equivalent of several years of schooling and sometimes despite high investments in education. PISA 2000 also highlighted significant variation in the performance of schools and raised concerns about equity in the distribution of learning opportunities.Have things changed since 2000? Learning for Tomorrow's World: First results from PISA 2003 presents initial results from the PISA 2003 assessment. The report goes well beyond an examination of the relative standing of countries in mathematics, science and reading. It also looks at a wider range of educational outcomes that include students' motivation to learn, their beliefs about themselves and their learning strategies. It examines how performance varies between the genders and between socio-economic groups. And it provides insights into some of the factors that influence the development of knowledge and skills at home and at school, how these factors interact and what the implications are for policy development. Most importantly, the report sheds light on countries that succeed in achieving high performance standards while, at the same time, providing an equitable distribution of learning opportunities. These are noteworthy achievements. Will other countries take up the challenge? The OECD Programme for International Student Assessment (PISA) PISA is a collaborative process among the 30 member countries of the OECD and nearly 30 partner countries. It brings together scientific expertise from the participating countries and is steered by their governments on the basis of shared, policy-driven interests. PISA is an unprecedented attempt to measure student achievement, as is evident from some of its features: – The literacy approach: PISA aims to define each assessment area (mathematics, science, reading and problem-solving) not mainly in terms of mastery of the school curriculum, but in terms of the knowledge and skills needed for full participation in society.– A long-term commitment: It will enable countries to monitor regularly and predictably their progress in meeting key learning objectives.– The age-group covered: By assessing 15-year-olds, i.e. young people near the end of their compulsory education, PISA provides a significant indication of the overall performance of school systems.– The relevance to lifelong learning: PISA does not limit itself to assessing students' knowledge and skills but also asks them to report on their own motivation to learn, their beliefs about themselves and their learning strategies.Taal: Engels;Afmetingen: 25x279x210 mm;Gewicht: 1,08 kg;Verschijningsdatum: december 2004;ISBN10: 9264007245;ISBN13: 9789264007246; Engelstalig | Hardcover | 2004.
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Learning Tomorrow's World : First Results from PISA 2003 by (2003)
~EN USISBN: 9789264007246 bzw. 9264007245, vermutlich in Englisch, gebraucht.
Lieferung aus: Vereinigte Staaten von Amerika, Lagernd, zzgl. Versandkosten.
The OECD Programme for International Student Assessment (PISA) is a collaborative process among the 43 participating countries, bringing together scientific expertise from the participating countries and steered jointly by their governments on the basis of shared, policy-driven interests. PISA is an unprecedented attempt to measure student performance across countries, as is evident from some of its features: - The literacy approach: PISA aims to define each domain (reading, mathematics and science) not merely in terms of mastery of the school curriculum, but in terms of the knowledge and skills needed for full participation in society. - A long-term commitment: Over the decade to come, it will enable countries regularly and predictably to monitor their progress in meeting key learning objectives. - The age-group covered: By assessing 15-year-olds, i.e. young people near the end of their compulsory education, PISA provides a good indication of the overall performance of school systems. - The relevance to lifelong learning: PISA does not limit itself to assessing students' knowledge and skills but also asks them to report on their own, self-regulated learning, their motivation to learn and their preferences for different types of learning situations.
The OECD Programme for International Student Assessment (PISA) is a collaborative process among the 43 participating countries, bringing together scientific expertise from the participating countries and steered jointly by their governments on the basis of shared, policy-driven interests. PISA is an unprecedented attempt to measure student performance across countries, as is evident from some of its features: - The literacy approach: PISA aims to define each domain (reading, mathematics and science) not merely in terms of mastery of the school curriculum, but in terms of the knowledge and skills needed for full participation in society. - A long-term commitment: Over the decade to come, it will enable countries regularly and predictably to monitor their progress in meeting key learning objectives. - The age-group covered: By assessing 15-year-olds, i.e. young people near the end of their compulsory education, PISA provides a good indication of the overall performance of school systems. - The relevance to lifelong learning: PISA does not limit itself to assessing students' knowledge and skills but also asks them to report on their own, self-regulated learning, their motivation to learn and their preferences for different types of learning situations.
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PISA Learning for Tomorrow's World: First Results from PISA 2003 OECD Author (2003)
~EN PB NWISBN: 9789264007246 bzw. 9264007245, vermutlich in Englisch, Turpin Distribution Services (OECD), Taschenbuch, neu.
Lieferung aus: Vereinigte Staaten von Amerika, Lagernd.
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Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
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