Knowing the best way to summarise information you read is key to being a proficient reader. In fact, this month’s PISA in Focus suggests that if disadvantaged students – who consistently score lower on PISA assessments than advantaged students -- used the most effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two groups would shrink considerably.
Students who know how to summarise information tend to perform better in reading. If disadvantaged students used effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two groups would be almost 20% narrower.
In most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five.
How do you re-build an education system destroyed by a disaster? The OECD's Andreas Schleicher describes the efforts in Japan, two years after the nuclear accident in Fukushima.
How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education.
French, PDF, 2,747kb
Créer des synergies pour améliorer l’apprentissage : une approche internationale de l’évaluation - résumé et tour d'horizon en français
The OECD has developed a new tool to help individual schools benchmark their students’ proficiency in reading, mathematics and science against the world’s top education systems. It will also give educators an insight into the learning environments at schools so they can consider ways to improve student learning.
English, PDF, 2,024kb
Teachers – especially new ones – report that one of their greatest areas of need relates to improving classroom disciplinary climate. Many teachers are not provided feedback on their classroom disciplinary climate through formal or informal appraisals. Feedback on classroom disciplinary climate can help to improve both teacher self-efficacy and the overall quality of the classroom learning environment.
Slovak, PDF, 1,559kb
Quality Matters in ECEC: Slovak Republic
English, PDF, 3,238kb
This PISA report provides a first systematic attempt to examine the performance of students in school jointly with the expectations they have for their own educational future.