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OECD Programme for International Pupil Assessment
The OECD's study for comparing the relative international comparisons between pupil achievement, known as the Programme for International Pupil Assessment (Pisa) shows some worrying trends for British pupils.
Although comparisons over time are not valid and our pupils achieve, "statistically significantly above the OECD average", there are still grounds for concern at the relative ranking of our pupils.
The Pisa assessment looks not at the recall of facts and information, but at the application of understanding in the core subjects of numeracy, literacy and science to everyday life and its problems.
We should not be too concerned about the position in the absolute ranking devised by the Pisa tests.The organisers give a country's position as being ranked between certain positions because it says with a sample of students it is not always possible to state a comparative ranking with 100% accuracy.
Nevertheless, there are issues to be explained, Schools Minister Jim Knight rightly said: "This study shows that we have performed well compared to other countries - and the best British teenagers are amongst the brightest in the world. We're well above average, but we know we need to do more to be truly world class."
Nevertheless, we have to ask ourselves why countries such as Finland, Japan and Singapore regularly rank in the top three of this study and what the differences are between practices in Britain and in these other very successful countries. One of the key factors highlighted by such a comparison is the lack of formal testing of pupils in these countries. In Finland, Japan and Singapore, assessments are carried out by teachers and formal external tests are left until points of transition at the age of 16 or 18.
This is not the common experience of British pupils, who are among the most tested in the world. It is clear from this international comparison that more testing does not result in greater achievement. Moving towards smarter assessment that is personalised to the needs of the individual student and not a 'one size fits all' approach, might help improve standards over time through the use of expert practitioners adept at a variety of assessment practice.
For an opportunity to discuss the experience of assessment regimes in Finland you can attend the IEA national conference on April 23rd, and 24th. to listen to Professor Jouni Välijärvi, from the Institute of Educational Research at the University of Jyväskylä