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Effects of PISA on education reforms in Germany

Effects of PISA on education reforms in Germany. Prof. Dr. Manfred Prenzel TUM School of Education. Conference on Student Assessment and PISA Pristina, May 6 th , 2014. Overview. The education system in Germany From PISA 2000 to PISA 2012: The “PISA-shock” and its consequences

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Effects of PISA on education reforms in Germany

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  1. Effects of PISA on education reforms in Germany Prof. Dr. Manfred Prenzel TUM School of Education Conference on Student Assessment and PISA Pristina, May 6th, 2014

  2. Overview • The education system in Germany • From PISA 2000 to PISA 2012: The “PISA-shock” and its consequences • What has been achieved and what still has to be done

  3. The Federal Republic of Germany – (approx. 80 million inhabitants) The 16 Federal States (“Laender“) are responsible for their education system and schools

  4. Where I come from: Munich, the capital of the “Free State of Bavaria”

  5. Where I come from: Munich, the capital of the “Free State of Bavaria” Technische UniversitaetMuenchen

  6. Das Zentrum für internationale Bildungsvergleichsstudien e.V. http://zib-cisa.de/en/home.html

  7. Upper secondary level The structure of the school system in Germany Vocational Training (3 years) Gymnasium Grade 10 to 12 (13) Vocational Schools Secondary level Schools with 1, 2 or 3 educational tracks Gymnasium, Grade 5 (7) to 10 Realschule Grade 5 (7) to 10 Hauptschule Grade 5 (7) to 10 Primary school (Grades 1 to 4; in 2 federal states: 1 to 6) Kindergarten (Age 3 to 6) 8

  8. Upper secondary level The structure of the school system in Germany Vocational Training (3 years) Gymnasium, Grade 10 to 12 Vocational Schools Secondary level Schools with 1, 2 or 3 educational tracks Gymnasium, Grade 5 (7) to 10 Realschule Grade 5 (7) to 10 Hauptschule Grade 5 (7) to 10 Primary school (Grades 1 to 4; in 2 federal states: 1 to 6) Kindergarten (Age 3 to 6) 9

  9. Some basic features • An additional systems of schools for students with special educational needs (∼5% of students) • Grade repetition is usual (21% of 15 years-old had to repeat a grade at least once) • School is compulsory from age 6 to age 18 • Only a small proportion of students (∼6 %) visits private schools • Personal and material resources for public schools are similar across the federal states • Almost all the teacher are civil servants and have academic degrees on master level; salaries are high from an international perspective 10

  10. Assessment in Germany • Until now there is no national “high-stakes”-assessment in Germany • Teacher-made tests play a major role in decisions concerning the allocation to educational tracks • Most of the federal states have common elements in the final graduation exams (“Abitur” = general qualification for university entrance) • Nation-wide assessments related to the national educational standards (in grade 3 and grade 9) are administered and revised by the teachers (the outcomes should be used for quality assurance) 11

  11. Overview • The education system in Germany • From PISA 2000 to PISA 2012: The “PISA-shock” and its consequences • What has been achieved and what still has to be done

  12. “PISA” is very well-known in Germany The prominence of PISA started with the so called (and famous) “PISA-Shock”, caused by the publication of the findings of the first PISA cycle in 2001 OECD (2001). Knowledge and skills for life. First results from PISA 2000. Paris: OECD.

  13. PISA (2000) Mathematics performance in OECD countries PISA points for Germany in Reading: 484 Science: 487

  14. PISA findings led to a hot public and political debate on the quality of education in Germany • Performance in all domains below the OECD average • High percentage (about 22 – 23 %) of low performing students (proficiency level I and below) • Strong relationship between social as well as migration background and performance • Huge differences in the average performance between the federal states Baumert, J., Klieme, E., Neubrand, M., Prenzel, M., Schiefele, U., Schneider, W., Stanat, P., Tillmann, J. & Weiß, M. (Hrsg.). (2001). PISA 2000. Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich. Opladen: Leske & Budrich.

  15. Reactions of policy and the public • Question “why”: Explanations and more data • Question “what to do” – on the level of educational policy and schools

  16. Reactions of policy and the public • Question “why”: Explanations and more data • Extensions of PISA (oversampling, additional tests) • Video analyses of teaching quality • References to research on teaching and learning • Question “what to do” – on the level of educational policy and schools • Introduction of educational standards • Quality assurance • Programmes, e.g. to increase the “Efficiency of Mathematics and Science Teaching”

  17. Reactions of teachers and teacher unions • Broad acceptance of the PISA approach and findings (helpful: national extensions with additional instruments) • Many teachers and principals expressed that the findings corresponded to their experiences • Hope that the PISA shock could help to attribute more relevance (and resources) to education and to appreciate the work of teachers • Controversies between teacher unions about necessary changes on the system level (structure of school system)

  18. Seven fields of action (Conference of the Ministers for Education, 2001) • Improve language competencies already in preschool • Connections between preschool and primary school • Improve primary school reading literacy • Promotion of low SES and migration students • Quality assurance and quality development in schools on the basis of national standards and outcome related evaluation • Improve professional (e.g. diagnostic or didactical) competencies of teachers • Expansion of all-day schools

  19. Early education: The “Little scientists’ house” More than 27.000 kindergartens (play schools, pre-schools) became “Little scientists’ houses” providing age-appropriate opportunities for every child to get access to nature, early science and mathematics (Supportedby Federal Ministeryof Education and Research, Helmholtz Association, Telekom Foundation, Siemens Foundation) http://www.haus-der-kleinen-forscher.de/en/

  20. Klieme, E., Avenarius, H., Blum, W., Döbrich, P., Gruber, H., Prenzel, M., Reiss, K., Riquarts, K., Rost, J., Tenorth, H.-E. & Vollmer, H. J. (2003).The Development of National Educational Standards. An Expertise. (BMBF Education Reform 1). Bonn: BMBF.

  21. Education standards passed by the standings conference of the ministers of education (KMK) Corresponding frameworks and achievement tests have been developed by a new national centre (Institute for Educational Quality Improvement (IQB), established in 2004

  22. The Institute for Educational Quality Improvement (IQB) is responsible for …. • The development of frameworks and proficiency models • The development of tests assessing the attainment of educational standards • The organization and analysis of regularly assessments comparing the performance levels between the “Laender” (federal states) • The development of state-wide comparative assessments (providing feedback for teachers and schools) https://www.iqb.hu-berlin.de

  23. A quality development programme in Germany The publication of the results of TIMSS in 1997 prompted the authorities in Germany to initiate a programme for the improvement of mathematics and science instruction in Germany. Prenzel., M., Stadler, M. Friedrich, A., Knickmeier, K. & Ostermeier, Ch. (2009). Increasingtheefficiency of mathematics and scienceinstruction (SINUS) – A large scaleteacherprofessionaldevelopmentprogramme in Germany. https://www.ntnu.no/wiki/download/attachments/8324749/SINUS_en_fin.pdf?version=1&modificationDate=1251384255000

  24. A nation-wide programmeto "increase the efficiency of math and science instruction" The framework was written by an interdisciplinary expert group. It is based on four principles • From problem-areasGerman mathematics and science instruction towards work packages ("modules") • Introduction of quality development processes at the participating schools • Creating a network for the Cooperation of schools / teachers & researchers on learning / instruction • Providing ideas, material, support, advice from research on science and mathematics education Ostermeier, C., Prenzel, M., & Duit, R. (2010). Improvingscienceandmathematicsinstruction - The SINUS-project as an exampleforreform.... International Journal of Science Education, 32(3), 303-327

  25. Problem areas and modules (1) Development of the task culture (2) Scientific inquiry and experiments (3) Learning from mistakes (4) Securing basic knowledge (5) Cumulative learning: Experiencing competence gains (6) Integrative features of instruction (7) Promoting girls and boys (8) Developing tasks for cooperative learning (9) Strengthening responsibility for learning (10) Tests and feedback (11) Quality development within and across schools Ostermeier, C., Prenzel, M., & Duit, R. (2010). Improvingscienceandmathematicsinstruction - The SINUS-project as an exampleforreform.... International Journal of Science Education, 32(3), 303-327

  26. 2004-2013SINUS-Transfer Primary • 850 Primary schools • 4.500 Teacher • 2003-2007SINUS-Transfer • 1.750 Secodaryschools • 7.000 Teacher • 1998-2003SINUS • 180 Secondaryschools • 750 Teacher

  27. Overview • The education system in Germany • From PISA 2000 to PISA 2012: The “PISA-shock” and its consequences • What has been achieved and what still has to be done

  28. Twelve years later .... Prenzel, M., Sälzer, Ch., Klieme, E. & Köller, O. (Hrsg.). (2013). PISA 2012: Fortschritte und Herausforderungen in Deutschland. Münster: Waxmann. .

  29. PISA resultsfor Germany from 2000 to 2009

  30. Debate is still going on.... The progress in terms of PISA findings is highly appreciated by the public and policy. There are still challenges, however: • Need of more national initiatives and funding • Implementation of a national programme to improve reading literacy • Optimizing the (use of) national standards and evaluation approaches (school evaluation, school inspection) • Implementing all-day school programmes • Inclusion of students with special educational needs • Simplifying the school system

  31. Technische Universität München

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