sábado, 5 de enero de 2013

Mentes peligrosas


Aquí os dejo el comentario y práctica que entregué en otra asignatura del máster, pero que me parece igualmente muy útil por todos los aspectos que trata esta película, uno de ellos la motivación de nuestros alumnos.



LA MOTIVACIÓN EN LA PRÁCTICA
La presente práctica consiste en el visionado y comentario individual por escrito de la película Mentes peligrosas. En esta película, pueden identificarse la mayor parte de los aspectos tratados en los temas teóricos, con especial incidencia en aspectos tales como las diferentes formas de motivar al alumnado, los nuevos planteamientos sobre la enseñanza, las características de los adolescentes, la importancia del contexto sociocultural y familiar, etc. , así como las características que debe poseer un docente como líder  de su clase de alumnos.

La señorita Johnson es una marine retirada que deja su carrera para convertirse en profesora de Literatura inglesa en un colegio. Se trata de un grupo de chicos problemáticos que provienen de barrios marginales y zonas conflictivas. Su entorno sociocultural y su contexto familiar se caracterizan por familias desestructuradas y marcadas por la violencia y la pobreza (por ejemplo Emilio menciona la pobreza y la separación de sus padres como raíz de su actitud de rabia hacia los demás). La tarea más difícil que tendrá la profesora es conseguir llamar su atención y motivarles para estudiar y mejorar como personas. Los alumnos son un gran desafío y la película centra su argumento en todos los esfuerzos puestos por ella para lograr que crean en sí mismos.
Una de las ideas principales que he visto en la película es que, para lograr captar desde el primer momento su atención y fortalecerla, la maestra no puede ceñirse al rígido y cerrado currículum de contenidos que ha aprobado para ese curso la junta de Educación del centro. Por eso se le denomina en la película como “profesora de clases especiales” de chicos y chicas con problemas sociales. La profesora analiza desde el primer día como es el grupo con el que va a trabajar, y de ahí en adelante tiene que adaptarse a los alumnos, modificando incluso algún contenido o forma de evaluar. Sólo de esta forma la motivación puede ser conseguida. Adapta los contenidos a ellos pero de forma que sigan pareciéndose a ese currículum oficial.
La primera toma de contacto es central, por lo que la astuta profesora decide llamar su atención usando temas que sabe que son de interés de los chicos: deportes, y en particular de decanta por el kárate. También me parece curioso como en la segunda clase utiliza una vestimenta un tanto parecida a la de los chicos, de manera más informal (chaqueta negra de piel, vaqueros) y adopta una actitud desafiante. Se trata de adaptarse también como docente al contexto e instituto que le ha tocado: si te ha tocado un instituto pobre en una zona suburbial o conflictiva, quizás lo más adecuado sea vestir acorde con la zona y la gente y no usar tus mejores prendas u objetos de valor, como un collar.
Además de motivarles y reforzarles el primer día con una lección de karate, en sus clases de literatura intenta usar frases que provoquen un impacto en los jóvenes con frases curiosas como “we choose to die”.
Debido a sus acciones, la profesora recibe quejas y bronca por parte del director del centro ya que esta actuando en contra de las normas del “sistema”, que le exige que se ciña a la programación y contenidos específicos. El centro y resto de personal se muestran con una actitud de indiferencia y falta de interés hacia esta realidad de alumnos con problemas.
Una técnica que me ha parecido muy interesante es la modificación que hace en la manera de evaluarles: desde el principio ya tienen un sobresaliente, pero si trabajo será conservarlo. Me parece que esta estrategia puede funcionar con éxitos si se aplica en casos de fracaso escolar, ya que es totalmente opuesta a lo tradicional: tú ya tienes “lo bueno” y tu deber ahora es no perderlo. Despierta así el interés de los chicos y una ilusión por no perder esa buena calificación que nunca habían obtenido.
Además de los sobresalientes, la profesora utiliza la estrategia de los premios como refuerzo positivo a las mejoras académicas y conductuales de los chicos: decide premiarles un día dándoles chocolatinas si hacen los deberes asignados.
Me he fijado mucho en la gran capacidad de empatía y de poner atención en los chicos que tiene la señorita Johnson, en comparación con los otros docentes que optan por el “pasotismo”. Se interesa por todo lo que concierne a sus alumnos, sus vidas y sus problemas, y tiene una gran capacidad de lidiar con ellos y ponerse en su lugar. Se implica, a pesar de que en algunas ocasiones puede correr peligro.
Otro refuerzo es la promesa y cumplimiento de la misma de llevarles a un parque de atracciones: lugar ideal para divertirse, expresar sus emociones y pasar el día junto al grupo. Su nivel de implicación la lleva al extremo de invitar desinteresadamente a todos los alumnos, ya que la junta de educación no quiere saber nada de estos temas.
En la película he visto que se hace un uso abundante de técnicas conductistas de refuerzo (para modificar y mejorar la conducta), basándose en un estímulo y una respuesta inmediata. El la estrategia de los “premios” para motivarles a trabajar, los “manipula” con chocolatinas o una excursión.
Una vez que ya ha conseguido conectar con ellos el primer día, su labor es mantener y reforzar cada vez más sus atenciones, estimularles. Otra idea que me parece interesante es la necesidad de “ganarse al líder” de la clase, en este caso Emilio. Si te ganas al “cabecilla” del grupo de alumnos, con quien los demás se ríen, bromean, respetan y se sienten identificados, te habrás ganado al resto de la clase.  La invitación a una comida con la profesora es otro refuerzo positivo. Otro asunto sería la consideración social con la que cuenta la profesora en la película.
No sólo he visto a lo largo del argumento estrategias conductistas: si bien la profesora se apoya mucho en estos recursos de refuerzos y premios, también como he mencionado se guía por su habilidad empática y se preocupa por ellos: no sólo tiene en cuenta lo que ve, de forma externa en sus clases, incluso opta por conocer sus ambientes y visita a sus familias. Está totalmente volcada en su labor de educadora, no solo transmitiendo conocimientos teóricos de literatura inglesa, autores y poemas, sin también enseñando unos valores y normas morales a los chicos. Enseña mucho más que una materia.
Sin embargo, el sistema presiona a la maestra si se sale de lo “oficial”.  Ha optado por desarrollar una programación paralela y ella cree que simplemente ha adaptado un poco la materia pero respeta lo básico. Pese a existir unos contenidos mínimos intocables, siempre se puede adaptar en función del grupo de alumnos con el que te encuentras.
Respecto a los adolescentes, provienen de barrios pobres, y zonas deprimidas, con un nivel económico muy pobre. El entorno social y familiar se caracteriza también por ser conflictivo (violencia, drogas, muerte, separaciones, pobreza, embarazos adolescentes, falta de atención en hijos…). Son chicos que representan un problema social en sí mismos, y que traen a la escuela los problemas con los que están en contacto en su vida diaria. Ya tienen una falta de educación o atención en sus casas, y muestran actitudes de rencor, resignación por estar en la escuela y tener que graduarse sin ganas, o rabia. Están “enfadados” con la vida. Su mundo se basa en la ley de la supervivencia del más fuerte, con peleas continuamente. No encuentran utilidad ni interés en las asignaturas de la escuela, ya que están desmotivados con todo. Les interesa tener su papel dentro del grupo reconocido, y ante todo no perder su reputación y orgullo, por la que son capaces incluso de arriesgar y perder su vida, como en el caso de Emilio. Durante una conversación con el, la señorita Johnson intenta mostrarle el valor de la vida y que no debe perderla, pero igualmente Emilio decide hacer valor su honor.
Otra estrategia que ya he mencionado es la implicación emocional y afectiva con sus alumnos, ya que demostrarles afecto y expresarles cosas positivas acerca de ellos sirve para reforzar mucho sus autoestimas, para que confíen más en sí mismos. La profesora decide visitar a los padres de Raúl, y defenderle diciendo que él no ha empezado la pelea por la que ha sido expulsado. Es un gran refuerzo y motivación para él que la profesora destaque delante de sus padres sus cualidades positivas y se muestre orgullosa de tenerlo como alumno, me parece una técnica muy efectiva. Además ha conocido su entorno familiar.
La actitud de comprensión es lo que necesitaban.
Las técnicas de aprendizaje, con modificaciones de contenidos adaptados a gustos e intereses, además de una forma innovadora de evaluarles, me ha parecido también muy acertada. Felicitarles por sus progresos, comentarles como van, y en definitiva darles a tus alumnos ese continuo feedback que necesitan también presenta muchas ventajas.
Están aprendiendo a través de la “poesía” a valorar muchos aspectos de la vida.
Me ha gustado también los “discursos” que les da, no relacionados con la materia, sino instruyéndoles en valores y normas. Eso es la verdadera enseñanza, ser un ejemplo para ellos y que vean en ti no solo a un mero transmisor de conocimientos, también alguien para orientarse en la vida.
Se adapta también a sus niveles específicos para evaluarles, e intenta potenciar esa “genialidad” o en lo que destaca cada uno. Todos tenemos algo en lo que sobresalimos más.
En la cena con Raúl apreciamos por completo esas diferencias culturales, sociales y económicas. En ese momento descubre que ha robado una chaqueta, y le instruye enseñándole una norma moral, diciéndole que robar está mal, y haciendo que Raúl prometa que se graduará si ella le paga el dinero que necesita por la chaqueta.
Se centra en potenciar lo positivo de cada uno y reforzarlo, no recordándoles continuamente lo negativo. E hablar bien de ellos y su poder de imagen reforzado les da mucha motivación. Frases como  “venga que tu puedes, tu lo vales…” ayudan mucho.
La estrategia de “dar algo, para que el alumno tenga algo que perder” despierta mucho sus intereses. (en el caso de los sobresalientes). Lo mismo sería hoy día poner un 5 en la 1ª evaluación a un alumno que va un poco justo en las asignaturas, para que se asustase por perderlo y se pusiese las pilas.
La profesora, por medio de los poema, usa muchas metáforas relacionadas con la vida y con nuestra lucha por ser mejores.
La profesora también tiene un pasado con problemas, cuando habla con la chica embarazada.
Quizás en los colegios públicos, cuando trabajemos como docentes, veamos una pluralidad de intereses, ya que unos se implicarán más que otros. En la actualidad, a pesar de que esta película es de los años 90, nos encontramos con muchos adolescentes con los mismos problemas. Temas como drogas, conflictos familiares, sexo…siguen presentes en nuestra realidad actual, por lo que no debemos ignorarla.
Me ha parecido una película muy útil para todo aquel que piense dedicarse a la docencia.

Reading

The next updating is about the topic of Reading. This skill is the second one students have to deal to, after starting to listen in the new language. It is considered the easiest skill to learn. As our teacher told us, we should make reading an enjoyable activity to students and instill in learners the enthusiasm for reading. The main idea is that their learning process may be reinforced and they can enrich themselves on cultural terms. 

It is better to create habits about reading different topics and themes in general, but a motivating factor could be to start this activity with attractive books to students. Tell them they can read a book or story whenever they have time: pupils don't usually get tired or bored of good stories.

There are a number of different ways to approach the introduction of reading in a foreign language, such as phonics, "look and say", whole sentence reading or language experience approach. Let's see in more details what these approaches are about:

Phonics: it is based on teaching pupils the letters of the alfabet and the different combinations of sounds. 

Look and say: it is based on words and phrases, as for instance the flash cards.

Whole sentence reading: based on the recognition of whole phrases and sentences which have meaning in themselves. This stage should be encouraged as soon as possible. 

Language experience approach: based on the child's speaking. 



So, what is the best option to choose?

There is no one, right and useful way to learn reading. Each person has his/her own method, because the overall goal is the same to all students: to read and to learn by reading in a profitable way. So that, all these approaches are a way into reading and are not an end in themselves. Probably, you will use all of them through the reading adquisition process. 

Finally I would like to share some useful and creative ideas and strategies that Iñaki recommended us in our Didactics class. Here is the list:

- Illustrations and phrases: the best way for the little ones. At this stage, grammar and complex structures don't mean anything to students, the focus in put on visual ideas. Pictures mean much more than words themselves. 

- Reading a story from a book: a possible starting point. It is essential to establish a connection between the spoken and the written language, so that you must point to the word. 

- Reading a class story: which has been created by the students, so that everybody participate in the process. 

- Reading familiar songs : a good strategy to know the lyrics

- Reading aloud: by doing it in class, students can obtain a continuous feedback or "checking" of their advances from the teacher, and they should become less shy and get used to speak in front of their classmates, as a cooperative group. It is done in smalls groups or...

- Reading individually: so students gets teacher's full attention to his/her task. 

Reding aloud individually or in small groups = high priority of this kind of reading for all ages. 


- Reading dialogues aloud in pairs or groups: personally I believe it is a good strategy to develop, because students can help each other with words they find difficult to pronounce. When I was a learner, I usually used this method.

Silent reading

- Do not use "google translator", do not be a dictionary: teacher must not translate literally words meanings. A good habit is to guess, infer or deduce by context the approximate meanings of the words.

Share by reading: to read in teams and groups the writing exercises promotes cooperative learning ad teamwork. 

- I love you, Mary! / I can't stand that jerk!: the use of funny notes to make the learning process more interesting and less stressful

 

viernes, 4 de enero de 2013

Prueba objetiva

En esta entrada muestro la prueba objetiva que diseñé para la evaluación de una unidad didáctica. El examen consta de 10 ejercicios que sumarán un valor total de 100 puntos. Se evalúan en este orden: listening, vocabulary, grammar, reading and writing. Considero que la dificultad de la prueba, en una escala 1-3, se sitúa en un 2. No la considero una prueba demasiado difícil en cuanto a contenidos. Es completa porque trata todos los puntos, y se trata de un examen largo. Por supuesto, los alumnos con desfases en el currículum no serán evaluados de la misma manera. Entiendo por objetivos mínimos de la unidad, tener un dominio básico de un vocabulario específico, entender el tiempo verbal que se explica en una serie de situaciones cotidianas, en frases variadas, y saber redactar un texto a un nivel sencillo some temática acorde a lo visto en clase o los intereses del alumno. Respecto a mi método de evaluación, por considerar la prueba bastante amplia, tendrá un valor del 60% de la nota final del curso. El 30 % lo conformarán todos los deberes, tareas semanales asignadas, trabajos individuales o grupales y presentaciones orales. El 10% restante se trata de aspectos a tener en cuenta como asistencia, participación, motivación y actitud del alumno, esfuerzo o conducta en general.


La prueba es la siguiente:




EXAM UNIT 1- GENERATIONS

THE GENERATION OF VIDEO GAME CONSOLES
1.       Listening   (Time interval: 15 min)
Listen and order the following inventions.
a Consoles with more than one game
b Games with more than one level
c Consoles with Internet connections
d The first video game
e The Gameboy
f Games with CD ROMs
Then, listen again and answer these questions
1 How did Nolan Bushnell become a multi-millionaire?
2 What was Mario`s original name?
3 What was good about Sega games in the eighties?
4 Who was worried about pupils in Japanese schools?
5 Why are games evaluated in some countries?
  
[THE TEXT USED FOR THE LISTENING] (CD is the teacher’s material used in this activity)
<< The story of video games started in 1974, when an American called Nolan Bushnell invented a game called Pong. Pong was only a simple, black-and-white version of Ping-Pong, but it became incredibly popular. Bushnell started a company called Atari and became a multi-millionaire. In 1977 Atari produced the first multi-game console.
Other companies started to develop consoles when they saw the success of Atari. In 1985, Nintendo’s Entertainment System became popular because its games included the idea of different levels. One game also introduced a character called Jumpman. His name was later changed into Mario.
Nintendo improved their system and dominated the world of games in the eighties. In addition, they launched their famous Gameboy in 1989. There were, however, competitors: a new company called Sega invented a machine with better graphics and a popular character called Sonic.
In the nineties CD-ROMs were used for the first time and Sony, Sega and Nintendo all produced excellent consoles. Playstation became the most popular machine, but each console had its fans. The Japanese government asked Nintendo to launch their machine at the weekend because they didn`t want hysteria in the shops on a school day.
Most people say that games now are both better and faster than before. On the other hand, some psychologists say that they make people more aggressive. So, in some countries, games are evaluated by experts. In Britain, for example, some games can only be bought by people who are fifteen or older.>>

Vocabulary  (time interval: 5-10 min’)
1.       Match words in the box with their definitions
 gadget      boom       fashion      look       icon      craze     hairstyle   generation





1.       A popular style of clothing, behavior, manner of doing something and so on is called ----------
2.       A small mechanical device or toll is known as a ----------
3.       A person or thing regarded as representative symbol or as worthy of veneration is an ----------
4.       A widespread but short-lived enthusiasm for something is named ---------
5.       A person’s facial appearance considered aesthetically is ----------
6.       A way in which someone’s hair is cut or arranged is a ---------
7.       All people born and living at about the same time, regarded collectively are a ----------
8.       A period of great prosperity is a --------

2.       Replace the verb “get” for a more specific synonym

1.       Did you get my letter?
2.       She got the job that she wanted in the town centre
3.       When did she get to the party?
4.       We got to the airport very late and missed our flight
5.       It got dark very early yesterday. The winter must be here.
6.       Where did you get that nice jacket from?
7.       Sarah and her new roommate get on well together
8.       Sometimes people get upset for no reason

Grammar exercises  (10 min’)
1.       Complete the sentences with the correct forms of used to

1.       I -------- to smoke a packet a day but I stopped two years ago.
2.       Tom -------- to travel a lot in his job but now, since his promotion, he doesn`t.
3.       I-------- to like him but now I do.
4.       There-------to be a cinema in the town but now there isn`t
5.       When I was younger I--------- to drink coffee, but now I drink It a lot
6.       She was tired, she-------- to work so hard.
7.       During a few years, they-------- to go and spend their holidays at the seaside. They don`t any longer.
8.       Hippies……to wear leather sandals.
2.       Complete the following text with the correct form of the verbs in past simple.
Audrey Hepburn ------ (be) a British actress and humanitarian. She -------- (recognize) as both a film and fashion icon, and was active during Hollywood's Golden Age.
Born in Ixelles, a district of Brussels, Hepburn ------ (spend) her childhood between Belgium, England and the Netherlands, including German-occupied Arnhem during the Second World War. In Amsterdam, she-------- (study) ballet before moving to London in 1948
After appearing in several British films and starring in the 1951 Broadway play Gigi, Hepburn -------- (play) the Academy Award-winning lead role in Roman Holidays (1953). Later performing in successful films like Sabrina (1954), The Nun's Story (1959), Breakfast at Tiffany's (1961), Charade (1963), My Fair Lady (1964) and Wait Until Dark (1967), Hepburn -------- (get) Academy Award, Golden Globe and BAFTA nominations.
She appeared in fewer films as her life ----- (go on), devoting much of her later life to UNICEF. She ------ (work) in some of the most disadvantaged communities of Africa, South America and Asia between 1988 and 1992.

3.       Complete the sentences with the correct forms. Choose Past simple or Past progressive


1.       When I ------- (do) the washing-up, I --------- (break) a plate.
2.       While Tom ---------- (play) the piano, his mother ---------- (do) the washing-up.
3.       He------ (drink) some juice and then he ---------(eat) a few chips.
4.       I ---------- (have) dinner when I suddenly --------- (hear) a loud bang.
5.       When my father ---------- (work) in the garden, an old friend----------- (pass) by to see him.
6.         She----------- (go) to school,--------- (take) out her textbook and (begin) to learn.
7.        When it --------(start) to rain, our dog---------- (want) to come inside.
8.       When Jane --------(do) a language course in Ireland, she--------- (visit) Blarney Castle.
9.        When I--------- (be) on my way home, I -----------(see) an accident.
10.    I--------- (not / understand) what they----------- (talk) about.



Reading  and Comprehension
1.       Read the text and answer the questions
The eighties or 1980s is a decade that people remember for many reasons. The time period had great social and economic changes. There were also difficult issues, such as terrorist attacks or the Chernobyl disaster. The 80s were marked by some assassinations, like the example of John Lennon. It was an important era in the world of technology, with video games and the invention of computers. The development on auto industry is also relevant, and as the decade progressed, cars became smaller and efficient in design. The 1980’s was an era of incredible population growth around the world. In the case of popular culture, the most prominent evens, icons and trends include these examples: Pop music and famous artists such as Michael Jackson, Madonna or Queen; new musical genres and styles, including pop, techno or hip hop. In relation to fashion, we have some well-known examples: clothing trends like jean jackets, miniskirts or leggings. There were also significant symbols like the headband or the Rubik’s cube.
-          How did the 80’s influence people’s lives?
-          What were the main advantages of this decade? In what aspects?
-          What negative things were mentioned in the text? In what aspects?

2.       Your opinion about the text

           -Do you think that some changes in the 80s still remain in our present society?
           -From your point of view, what were the most prominent features during the 1980s?
           - What is your favorite legacy from the eighties in terms of culture? (music, films, singers, fashion,       technology)

Writing: account of a decade 2000-2010
1-      Write a short text with the most important events at the beginning of the 21th century.
2-      Use the past tenses in your narration.
3-      Think in the structure and events: positive and negative things, tragic events, natural disasters, fashion, inventions, economy, politics or wars.

Writing (optional, for extra mark)
Write a text giving your opinions about the generation gap between children and their parents in our society. Do you believe in a “bridge between both generations”?


ASSESSMENT AND TESTING




Personally, I would like to point out that to assess students is necessary to obtain information about their improvements. However, I believe that we ought not to use only that final result (an exam, a test) as a decisive piece of evidence. Teachers should not focus just on one source, but to take into account several facts. 
One thing to bear in mind is that there is no one or right way to assess and evaluate the learning of a language. In addition to the "acquired knowledge checking" which is implied, the final aim is student's progress and achievements. 
In other words, assessment is the process of documenting, usually in measurable terms, knwoledge, skills, attitudes and beliefs, in order to obtain valid information about the learner's academic development. Some variables which support assessment are syllabus objectives, materials, methodology or students' participation in class.

We have to distinguish between assessment and evaluation, becasuse both terms have different connotations. The first one is the process that a teacher conducts to measure how much a student has learned, while the second one occurs after the completion of a task, test, lesson or something like that. Evaluation is putting together the information from the assessment and drawing conclusions.

By profiling, we undestand a type of assessment which describes a wide range of pupils' quualities, learning attitudes, homework, participation, motivation and behaviour. There are many aspects to assess apart from the merely educational or course contents. There is an emphasis on learner's global performance with language, described in a quualitative manner.

The term assessment is generally used to refer to all activities teachers use to help students learn and to reach their progress. To summarize, it is often divided in the following types:
  • Formative and based on the process
  • Summative, external or accumulative: based on final outcomes
  • Quantitative: it presents results numerically
  • Qualitative: it observes phenomena
  • Formal assessment
  • Informal assessment
  • Self-assessment
Formative evaluation:the information obtained is taken as the basis for subsequent decisions, whose aim is the improvement of the teaching-learning process. More emphasis on guiding learning rather than on measuring how much has been learned. 

Summative or accumulative evaluation: the final results and the degree of success are measured. It is carried out at the end of a specific period of instruction which has extended over the course of a week, month, term, or even year. 

Initial evaluation: to establish students' inital level and previous knowledge. 

Formal assessment: it is based on established test conditions. It is usually referred as "testing". 

Informal assessment: it is usually known as "continuous assessment". It is a way of collecting information about our students' performance in normal classroom conditions. It implies systematic observation of our students and analysis of their everyday tasks and homework,among other tecniques. It requires a broad period of time like an academic year. 

Tests: another external, easily quantifiable, and highly objective mode of evaluation involves tests. These are normally used to measure certain capacities, abilities or skills. 

Self-assessment: might be a good way of self-instruction, for example for students following a self-access course. What is more, the current curriculum promotes the autonomous learning which intrinsically implies the capacity to evaluate one´s own work.



One of the main ideas that drew my attention most was the fact that firstly, we need to know what we are going to assess. We have to be aware of our student's level and capacities, the rhythm of the class, their level of maturity. One useful idea, as a competent teachers we pretend to become, may be to reach information about our future class we are suppose to face, ask information to their previous teachers and revise some exams or activities. 



miércoles, 26 de diciembre de 2012

PISA tests

The Programme for International Student Assesment (PISA) is a worldwide study carried out by the Organization for Economic Co-operation and Development (OECD) in order to allow a comparison of educational performances among several countries. The aim of the PISA tests is to evaluate the degree of success on three key competence fields, which are mathematics, science and reading, of 15-year old students. It was first developed in 2000 and then repeated every three years. The test questions do not measure just the theoretical knowledge acquired by students, based on memorization of ideas, but rather demand that students have to be able to make use of that information and put it into practice throughout their lives. Students ought to know how to apply their skills in their everyday experiences. For instance, the PISA literacy mathematics tests ask students to apply their mathematical knowledge to solve problems set in various real-world contexts. The same happens with the reading tests: students are not assessed just as a fluent readers, but they should be able to construct new knowledge by adding it to the previous one, extend and reflect on the meaning of what they have read across a wide range of texts. 
470,000 students representing 65 nations and territories took part in PISA 2009, regardless of grade or socio-economic status. An additional 50,000 students representing 9 countries were tested in 2010.
Moreover, the objective is not just to to inform of students' level, but to improve educational policies and outcomes. The data has been used both to assess the impact of educational quality on incomes and growth and for understanding what causes differences in achievements across nations. 


Method of testing


Each student takes a two-hour handwritten test, which consists of a multiple-choice quiz ad a part that involves full answers. This is followed by a cognitive test in which students have to answer a questionnaire on their background including learning habits, motivations and family. 

 What are the results of the last PISA test?

In the link below, you can consult the last results and rankings in PISA 2009.


http://www.oecd.org/pisa/46643496.pdf 


 File:PISA 2009 Science StatPlanet.PNG


File:PISA 2009 Mathematics StatPlanet.PNG


File:PISA 2009 Reading StatPlanet.PNG

The Pisa 2009 tests showed that Shanghai was top of the international education rankings. Education professor Yong Zhao has noted the PISA 2009 did not receive much attention in the Chinese media, and that the high scores in China are due to excessive workload and testing, adding that it's "no news that the Chinese education system is excellent in preparing outstanding test takers, just like other education systems within the Confucian cultural circle: Singapore, Korea, Japan, and Hong Kong."


Some general remarks on PISA results


  1. Investing more money doesn't necessarily mean to offer the best education and to achieve the best academic results. Countries that spent more do not automatically do better.
  2. Importance of a high level of teacher's academic preparation, social prestige and status of the profession, motivation and vocation for the job.
  3.  The best strategy is a combination of progressive and traditional methods and ideas. 
  4.  More hours at school does not guarantee a better and successful learnig. 
  5. Teachers are the base of a good learning. No educational system can exceed the quality of its teachers. 
  6. The students' familiar background is also essential. Students who are better-educated and grow in a stable and good environment tend to achieve higher results. So external factors like family and socio-economic status are highly influential on grades and performances.