Lessons From Pisa 2012 About Mathematical Literacy : An Illustrated Essay, Ross Turner
Dec 2015
Lessons From Pisa 2012 About Mathematical Literacy : An Illustrated Essay, Ross Turner
Ross Turner
Mathematics is central in school curricula around the world, yet outcomes are mixed at best. This is true both in relation to attitudes expressed towards mathematics, and in relation to observed assessment outcomes, showing how poorly individuals are prepared to use mathematics in a world in which the ability to do so is of increasing importance. Why? This essay uses some mathematics outcomes from the Programme for International Student Assessment (PISA) 2012 to seek explanations and possible ways forward. The main message is that negative outcomes of school mathematics arise for a variety of reasons, and they can be reversed …
Assessing Maths Literacy: Learning From The Pisa Experience, Ross Turner
Apr 2015
Assessing Maths Literacy: Learning From The Pisa Experience, Ross Turner
Ross Turner
A new book that draws on ACER’s work on one of the world’s largest international surveys is providing educators with important insights about how assessment can be used to improve learning outcomes.
Described Proficiency Scales And Learning Metrics, Ross Turner
Mar 2015
Described Proficiency Scales And Learning Metrics, Ross Turner
Ross Turner
We see the process of educational measurement as one of defining dimensions of educational progression and locating learners on those dimensions. Such dimensions are variously referred to as proficiency scales or learning metrics. When we measure something using a scale we can express how much of a given attribute is possessed by that something. We use a scale of centimetres or inches to describe the length of an object. We use a scale of hours and minutes to describe an amount of time. This is also the case for educational measurement: when we measure proficiency in a subject area we …
Using Competencies To Explain Mathematical Item Demand: A Work In Progress, Ross Turner, Werner Blum, Morgens Niss
Aug 2014
Using Competencies To Explain Mathematical Item Demand: A Work In Progress, Ross Turner, Werner Blum, Morgens Niss
Ross Turner
This chapter describes theoretical and practical issues associated with the development and use of a rating scheme for the purpose of analysing mathematical problems—specifically, to assess the extent to which solving those problems calls for the activation of a particular set of mathematical competencies. The competencies targeted through the scheme are based on the mathematical competencies that have underpinned each of the PISA Mathematics Frameworks. The scheme consists of operational definitions of the six competencies (labelled as communication; devising strategies; mathematisation; representation; using symbols, operations and formal language; and reasoning and argument), descriptions of four levels of activation of …
Does It All Add Up? What’S The Story With Mathematical Literacy And Numeracy? Where To Next?, Ross Turner, Dave Tout
Apr 2014
Does It All Add Up? What’S The Story With Mathematical Literacy And Numeracy? Where To Next?, Ross Turner, Dave Tout
Ross Turner
This presentation focuses on the mathematical components of the results from PISA and PIAAC. Do the two assessments of mathematical skills assess similar or related skills or are they assessing different skills and abilities? What do the two surveys show regarding the mathematical abilities of young people and adults across Australia? What can young people and adults do in maths? What can’t they do? What insights do PISA and PIAAC provide about the teaching and learning of mathematics? What are the implications for both policy and practice in schools and vocational, adult and workplace education? What are the challenges Australia …
Lessons From Pisa For Mathematical Literacy, Ross Turner
Apr 2014
Lessons From Pisa For Mathematical Literacy, Ross Turner
Ross Turner
Drawing on results from Australia's performance in PISA, the author asks: "How do we encourage our students to see their world through mathematical lenses?"
Using Mathematical Competencies To Predict Item Difficulty In Pisa, Ross Turner, J Dossey, W Blum, M Niss
Dec 2012
Using Mathematical Competencies To Predict Item Difficulty In Pisa, Ross Turner, J Dossey, W Blum, M Niss
Ross Turner
This paper reports an analysis of features of mathematics assessment items developed for the OECD’s Programme for International Student Assessment survey (PISA) in relation to a set of six mathematical competencies. These competencies have underpinned the PISA mathematics framework since the inception of the PISA survey; they have been used to drive mathematics curriculum and assessment review and reform in several countries; and the results of the study are therefore likely to be of interest to the broad mathematics education community. We present a scheme used to describe this set of mathematical competencies, to quantify the extent to which solution …
Some Drivers Of Test Item Difficulty In Mathematics, Ross Turner
Aug 2012
Some Drivers Of Test Item Difficulty In Mathematics, Ross Turner
Ross Turner
This paper is one of four contributions to the symposium session at the AERA’s 2012 Annual Meeting titled Exploring Reading and Mathematics Item Difficulty: Teaching and Learning Implications of PISA Survey Data. The author presents a rubric used to analyse mathematics test items developed for use in the OECD’s PISA survey. The rubric focuses on a set of mathematical competencies that are components of mathematical literacy. The work on which this report is based suggests that demand for activation of these competencies functions as a significant driver of item difficulty, which potentially has implications for the teaching and learning of …
Pisa And The ‘Latest Model’: Can An International Survey Have Anything Useful To Say To Canberra’S Mathematics Teachers?, Ross Turner
Jul 2011
Pisa And The ‘Latest Model’: Can An International Survey Have Anything Useful To Say To Canberra’S Mathematics Teachers?, Ross Turner
Ross Turner
The OECD’s Programme for International Student Assessment is the world’s biggest comparative survey of educational outcomes, targeted at 15-year-olds and currently operating in almost 70 countries around the world. In this presentation the author introduces the PISA project, and some of the things we can learn from such a survey. He outlines the elements of the mathematics framework that will underpin the next round of the PISA survey in 2012, which will have mathematics as the major survey domain. The author's main goal, however, will be to give you a feel for some research findings acquired through his work in …
Identifying Cognitive Processes Important To Mathematics Learning But Often Overlooked, Ross Turner
Dec 2010
Identifying Cognitive Processes Important To Mathematics Learning But Often Overlooked, Ross Turner
Ross Turner
This article is based on the author's presentation to ACER's Research Conference 2010 that introduced a set of mathematical competencies that deserve to be given more attention in our mathematics classrooms, on the grounds that the possession of these competencies relates strongly to increased levels of mathematical literacy. These competencies are: communication; mathematising; representation; reasoning and argument; strategic thinking; and using symbolic, formal and technical language and operations. The author argues that widespread under-representation of these competencies among the general populace contributes to unacceptably large measures on the mathematics terror index. The argument in support of these competencies comes out …
Pisa Mathematics - An Insider's View, Ross Turner
Jul 2009
Pisa Mathematics - An Insider's View, Ross Turner
Ross Turner
In this paper the author describes what it is that the Programme for International Student Assessment (PISA) mathematics assessment aims to measure, and presents a case regarding the potential benefits that could flow from a pedagogy that takes the PISA mathematics challenges seriously. Other potential uses of PISA data are also briefly canvassed.
Learning About Students' Mathematical Literacy From Pisa 2003, S Mccrone, J Dossey, Ross Turner, M Lindquist
Jul 2008
Learning About Students' Mathematical Literacy From Pisa 2003, S Mccrone, J Dossey, Ross Turner, M Lindquist
Ross Turner
The need for mathematical literacy in our world today and shares results from the 2003 PISA assessment of mathematical literacy. Includes ideas for incorporating similar problems in the classroom. Several examples of PISA problems are included, as well an internet address where other released PISA test items can be found.
Pisa 2003—Mathematical Literacy And Learning In The Americas, John Dossey, Sharon Mccrone, Ross Turner, Mary Lindquist
Dec 2007
Pisa 2003—Mathematical Literacy And Learning In The Americas, John Dossey, Sharon Mccrone, Ross Turner, Mary Lindquist
Ross Turner
The article provides an overview of the mathematics assessment program of the Organization for Economic Cooperation and Developments’ (OECD) Program for Student Assessment (PISA). As such, it provides a comparative view of the PISA results for Canada, Mexico, and the United States. It outlines the program, its frameworks, and competencies PISA uses to describe the achievement of 15-year-olds in over 40 countries participating in the PISA assessments. Particular attention is given to the PISA conception of mathematical literacy and cross-disciplinary problem-solving. These two areas were a focus of the 2003 assessment. In addition to a discussion of general results, two …
Developing Mathematical Literacy, Ross Turner, L Steen, H Burkhardt
Dec 2006
Developing Mathematical Literacy, Ross Turner, L Steen, H Burkhardt
Ross Turner
Mathematical literacy has received increasing attention in many countries over the last few years. This is partly driven by concerns of employers that too many students leave school unable to function mathematically at the level needed in the modern world of work. Further, it is increasingly recognised that people can only tackle many of the challenges of modern life effectively if they are mathematically literate in key areas. Planning in personal finance, assessment of risk, design in the home or on the computer screen, and critical appraisal of the flood of statistical information from advertising, politicians and the press — …
Modelling And Applications In Pisa, Ross Turner
Dec 2006
Modelling And Applications In Pisa, Ross Turner
Ross Turner
Several test items from the OECD’s Programme for International Student Assessment (PISA) are now in the public domain. Some of these incorporate elements of modelling. This paper highlights a selection of those items, shows some interesting student outcomes such as gender differences and item difficulty, and poses some questions about the implications of these items for school mathematics.
Pisa – The Programme For International Student Assessment – An Overview, Ross Turner
Nov 2006
Pisa – The Programme For International Student Assessment – An Overview, Ross Turner
Ross Turner
An overview of the PISA project is given in order to set a context for a consideration of the ways in which this large international assessment programme uses scientific measurement principles and techniques. The overview describes the goals of the project, its major organisational features (its participants, its procedures and organisational structure, its main implementation steps) and its major technical components (test design, test development, sampling, assessment operations, data scaling and analysis, and reporting). The ways in which measurement principles are used are interwoven with the discussion of the relevant technical components. The paper concludes with a detailed discussion of …
El Programa Internacional Para La Evaluación De Los Alumnos (Pisa). Una Perspectiva General, Ross Turner
Feb 2006
El Programa Internacional Para La Evaluación De Los Alumnos (Pisa). Una Perspectiva General, Ross Turner
Ross Turner
This article provides a general overview of the PISA project with the aim of setting up an appropriate context for debating on some specific outcomes of the 2003 assessment survey. This general perspective focuses on the goals of the project, its participants, procedures and organisation, its major components and methodologies as well as on the precise characteristics of Mathematics in PISA, which was the main assessment subject in 2003. Similarly, a very brief summary on certain key outcomes of PISA 2003 assessment in Spain is also provided.
Item Panelling, Or Cognitive Walk-Through, Ross Turner
Dec 1999
Item Panelling, Or Cognitive Walk-Through, Ross Turner
Ross Turner
Item panelling is a process with a long history at ACER. Essentially the same process is referred to in the US Cognitive Laboratory literature as a ‘cognitive walk-through’. Test development agencies in the UK use the phrase ‘item shredding’ to describe essentially the same process. Item panelling is one of a number of essential steps in the development of high quality test items. It is a means of subjecting draft test material to the scrutiny of experts who can provide a rigorous evaluation of the quality of the material, and where appropriate can propose ways in which the material may …
