We are testing a new beta website for gov.scot go to new site

Programme for International Student Assessment (PISA) 2003: Initial Report on Scotland's Performance in Mathematics, Science and Reading

DescriptionA report on Scotland's performance as an independent National Centre in The OECD Programme for Student Assessment (PISA)
ISBN
Official Print Publication Date
Website Publication DateDecember 14, 2004

Listen

Programme for International Student Assessment (PISA) 2003:
Initial Report on Scotland's Performance in Mathematics, Science and Reading

Graham Thorpe
The SCRE Centre, University of Glasgow

This document is also available in pdf format (440k)

This report is a publication of the research group within Information, Analysis and Communication Division, which is responsible for providing analytical services within the Scottish Executive Education Department (SEED). Their work is part of a multidisciplinary unit (consisting of researchers, economists and statistics staff) and the staff undertakes and funds economic analysis and social research in the fields of: school education; children, young people and social work: architecture; and tourism, culture and sport.

The views expressed in this report are those of the author(s) and do not necessarily reflect those of the Scottish Executive or any other organisation(s) by whom the author(s) is or are employed.

Contents

Executive summary
Introduction
Student Proficiency in Mathematical Literacy
Student Proficiency in Reading Literacy
Student Proficiency in Scientific Literacy
Chapter 1: Introduction
Design of PISA 2003
PISA 2003 International Report
PISA in Scotland
The Scottish Report
Trends in Mathematics and Science Study (TIMSS) 2003
Domestic Survey of Attainment
Chapter 2: Student Proficiency in Mathematical Literacy
How Mathematical Literacy is Defined
How Mathematical Literacy was Assessed in PISA 2003
Four Content Areas
Process
Situation
How the Mathematical Literacy Results are Reported
Summary of Mathematics Results for the OECD and for Scotland
Proficiency Levels
Table 2.1. Percentage of students at each level of proficiency on the mathematics literacy scale
Figure 2.a. Percentage of students at each level of proficiency on the combined mathematics scale Mean Scores in Mathematics Literacy
Table 2.2. Student performance on the mathematics scale, all students and by gender
Table 2.3: OECD countries whose mean scores differ significantly from the Scottish mean, or do not differ significantly from this.
Changes in Mean Scores in Mathematics Between PISA 2000 and PISA 2003 Space and Shape
Figure 2.b. Differences in scores between PISA 2000 and PISA 2003 on the mathematics space & shape scale
Change and Relationships
Figure 2.c. Differences in scores between PISA 2000 and PISA 2003 on the mathematics change & relationships scale Gender Differences in Mathematical Literacy
Figure 2.d. Gender differences in mathematics mean score (score difference in favour of males)
Figure 2.e. Mathematics combined results scale: comparison of male and female student attainment for OECD and Scotland
Mathematical Literacy in PISA 2003 - Attainment in the Four Broad Content Areas
Table 2.4: Mean score and proportion of students reaching top three proficiency levels for each content area
Table 2.5. Student performance on mathematics sub-scales, country mean scores
Table 2.6. Number of OECD countries with mean scores
Variation in Combined Mathematics Scores Between Low and High Achievers
Figure 2.f. Difference in mathematics combined score between students at the 25th and 75th percentile levels of attainment
Chapter 3: Student Proficiency in Reading Literacy
How Reading Literacy is Defined
How Reading Literacy was Assessed in PISA 2003
How the Reading Literacy Results are Reported
Summary of Reading Results for the OECD and Scotland.
Proficiency Levels
Table 3.1. Percentage of students at each level of proficiency on the reading literacy scale
Figure 3.a. Percentage of students proficient at each level of reading literacy
Mean Scores in Reading Literacy
Table 3.2. Student performance on the reading scale, all students and by gender
Table 3.3. OECD countries whose mean scores differ significantly from the Scottish mean.
Changes in Mean Scores in Reading between PISA 2000 and PISA 2003
Figure 3.b. Differences in scores between PISA 2000 and PISA 2003 on the reading scale
Scores in Reading for Students at Various Percentile Levels of Attainment
Table 3.4: Scores attained by students at the lower end of the ability scale in reading literacy in PISA 2000 and PISA 2003
Gender Differences in Reading
Figure 3.c. Gender differences in mean score in reading literacy (score difference in favour of males)
Variation in Reading Scores Between Low and High Achievers.
Figure 3.d. Difference in reading literacy scores between students at the 25th and 75th percentile levels of attainment
Chapter 4: Student Proficiency in Scientific Literacy
How Scientific Literacy is Defined
How Scientific Literacy was Assessed in PISA 2003
How the Scientific Literacy Results are Reported
Summary of Science Results for the OECD and Scotland
Mean Scores in Scientific Literacy
Table 4.1. Student performance on the science scale, all students and by gender
Table 4.2. OECD countries whose mean scores differ significantly from the Scottish mean
Changes in Mean Scores in Science Between PISA 2000 and PISA 2003
Scores in Science for Students at Various Percentile Levels of Attainment
Figure 4.a. Differences in scores between PISA 2000 and PISA 2003 on the science scale
Gender Differences in Science Literacy
Figure 4.b. Gender differences in mean score in science literacy (score difference in favour of males)
Variation in Science Scores Between Low and High Achievers
Figure 4.3. Difference in science literacy scores between students at the 25th and 75th percentile levels of attainment
Appendix A Results for the United Kingdom.
Appendix B Summary Proficiency Level Descriptors for Mathematical Literacy
Appendix C Summary Proficiency Level Descriptors For Reading Literacy
References

Acknowledgements

The author would like to thank Liz Levy, Information, Analysis & Communication Division (IAC) for editing, checking data and providing some additional analysis; and Rik Kay (IAC) for assembling and formatting the report. Both the SCRE Centre and the Scottish Executive Education Department express their gratitude to the schools and individuals who took part in the PISA 2003 as mentioned in the Introduction.

Copyright © December 2004, Scottish Executive Education Department

A limited number of additional copies may be obtained from the Dissemination Officer, Information, Analysis and Communication Division, Scottish Executive Education Department, Victoria Quay, Edinburgh EH6 6QQ (telephone 0131-244-0316) or e-mail recs.admin@scotland.gsi.gov.uk. Copies of this report and our other education research publications can be downloaded from the main Scottish Executive website "Publications" page and also from our web section for education research www.scotland.gov.uk/insight/