Volume 04 Issue 01-2024
52
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
01
Pages:
52-55
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
The purpose of this article is to provide an understanding of the international program for assessing the
educational achievement of students "PISA", as well as to show the results of the PISA study in other
countries.
K
EYWORDS
Education, PISA, National Science Council (NSC), math literacy, science literacy, computer literacy,
economics, schools.
I
NTRODUCTION
“If we teach our children only what we know,
they may remember enough to follow in our
footsteps, but if we teach them to learn, they can
go anywhere.”
-Andreas Schleicher, Director of Education and
Skills at OECD
PISA collects high-quality data, combines it with
information about broader social outcomes, and
makes this information accessible to educators
and education policymakers, helping to improve
education information and decision-making.
While the international PISA studies provide
national results for international comparison and
inform policy discussions among education
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
ASSESSMENT OF EDUCATIONAL ACHIEVEMENTS OF
STUDENTS "PISA"
Submission Date:
January 09,
2024,
Accepted Date:
January 14, 2024,
Published Date:
January 19, 2024
Crossref doi:
https://doi.org/10.37547/ijasr-04-01-09
Siddikova Sh.A.
Teacher at Jizzakh State Pedagogical University, Uzbekistan
Volume 04 Issue 01-2024
53
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
01
Pages:
52-55
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
ministers, the PISA for Schools study aims to
provide school-level results to education
stakeholders and school leaders, can improve
student achievement and, in turn, influence future
well-being.[1]
The test assesses the functional literacy of
students around the world and their ability to
apply knowledge in practice; the test is carried
out every three years; it is taken by teenagers
aged 15; the test was developed in 1997 and first
administered in 2000; the test is administered by
the National Science Council (NSC) and the
National Science Council (NSC). The test is
organized by the Organization for Economic
Cooperation and Development in a consortium
with
large
and
international
scientific
organizations, in which national centers
participate. The consortium is led by the
Australian Council for Educational Research
(ACER) and actively collaborates with the Dutch
National Institute of Educational Measurement
(DTIEM), the US Educational Testing Service
(ETS), the National Institute of Educational
Research (NIER) in Japan, WESTAT and other
renowned organizations in the field of education
.[2]
PISA monitors school quality in four key areas:
reading literacy, math literacy, science literacy
and computer literacy. According to the PISA
2000-2015 study, secondary education is best
developed in the countries of East Asia: China,
South Korea, Singapore and Japan, and in Europe
the top ten countries are Finland, Estonia,
Switzerland, Poland and the Netherlands.
Students are also assessed in the area of
innovation (for example, PISA 2018 focused on
so-called global competencies as an innovation
area). The quizzes assess not only whether
students can reproduce what they have learned,
but also how well they can make inferences and
apply what they have learned outside of familiar
settings in and outside of school. This approach is
fully consistent with the demands of a modern
economy, where citizens must prove not only
what they know in order to be successful, but also
how to apply this knowledge. The focus is on
students' analytical and reasoning skills and to
communicate effectively when posing, solving
and interpreting problems in a variety of
contexts. Age 15 was chosen as the target age for
PISA because this is the age at which students
leave school in many OECD and non-OECD
countries and economies.[3]
Students' PISA scores in reading, mathematics
and science are based on three international
scales of 1000 points, with an average score of
500 points. The PISA scale allows you to compare
average results in three main areas in relation to
different groups of students and students from
other countries. PISA for School results are also
presented on the same scale, allowing direct
comparisons between participants in the two
studies. It should be noted that student
performance in different areas is not strictly
comparable. If the score for mathematical literacy
is higher than the score for reading literacy, it
cannot be said that the results in mathematics
were better than in reading. Additionally, the
scores are not cumulative, meaning that a final
Volume 04 Issue 01-2024
54
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
01
Pages:
52-55
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
score cannot be obtained by adding the scores
across the three areas in PISA.[4]
Each PISA cycle tests one of the three core
knowledge areas in detail, accounting for almost
half of the total test time; in 2018, as in 2000 and
2009, the primary learning area was reading
literacy. In 2003 and 2012, the primary area of
study was math literacy, and in 2006 and 2015,
science literacy. Thus, by changing focus areas
every nine years, a thorough analysis of
performance can be conducted. As a result, PISA
provides insight into different educational
policies and practices and tracks trends in
student acquisition of knowledge and skills
across
countries
and
across
different
demographic subgroups within each country. [5]
The latest PISA study was conducted in 2018. In
this study, key attention was paid to identifying
the trend in the development of reading literacy
in the world in recent years, and assessing
functional literacy in the field of reading. More
than 8,000 students from 200 educational
institutions in 43 regions of the Russian
Federation took part in the study. The selection
included 15-year-old students of schools and
educational institutions of secondary vocational
education. Such a study was conducted in the
Russian Federation by the Center for Assessing
the Quality of Education of the Institute for
Education Development Strategy of the Russian
Academy of Education together with the Federal
Institute for Assessing the Quality of Education
with the active participation of federal and
regional education authorities.[6]
For the first time, Uzbekistan took part in the PISA
International Survey to assess the quality of
education from April 21 to May 7. The knowledge
of 7,363 students aged 15 years from 202
randomly selected schools was assessed based on
a questionnaire prepared by the Organization for
Economic Co-operation and Development
(OECD).[3]
The benefits of PISA are that it helps students
learn better and teachers teach better. This also
serves to strengthen the school system and
increase its efficiency.
“If you tell someone who came into teaching at
the age of 25 that for the next 25 years you will be
doing the same thing you are doing today, it will
mean that they have no future. It is important that
every teacher is willing to invest in themselves.
We need to learn and be prepared for the
innovations taking place in our education, which
are necessary for the full-fledged activities of
every teacher. If they do this, they can build a
promising career. Therefore, I can say that these
processes are very important.”
R
EFERENCES
1.
Siddikova Sh. A. Formation Of Future
Specialists In Teaching Natural Sciences
Publication Year: 2020 Solid State Technology
Volume:
Home/Archives/Vol
63№6/2020/Artcles
Indexedby
Pages.
11830-11835 Scopus
2.
Сиддикова
Ш.А
Внедрение
международных оценочных программ в
Узбекистане. Scientific
Bullettin of Nam
Volume 04 Issue 01-2024
55
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
01
Pages:
52-55
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
SU/Научный вестник НамГУ
-NamDU ilmiy
axborotnomasi-2022-yil 7-
сон 483
-
493 стр.
3.
https://ru.wikipedia.org/wiki/Международ
ная_программа_по_оценке_образовательн
ых_достижений_учащихся
4.
Исследования
«PISA
для
школ»
Руководство читателя к школьному
отчету.
5.
6.
https://www.gazeta.uz/ru/2022/06/09/pis
a/
