Abstract
This article presents an overview of the Organization for Economic Cooperation and Development’s (OECD) Programme for International Student Assessment (PISA) 2012 Problem-Solving assessment. The assessment examined the capabilities of 15-year-olds in 40 nations and four large international cities, as well as the Canadian Provinces, to solve a set of 16 problem units presented in contextualized situations. These units each had two or three tasks for students to solve. Students’ performances on these items served as a basis for developing the PISA score scale and the associated proficiency levels for each of the participating entities. Student performances on the PISA 2012 mathematics, reading, and science assessments provided an avenue to estimating student performances on the problem-solving assessment for students having similar score backgrounds in the three content areas. Student performances were also examined by item types and by differing problem situations. These latter two analyses provide interesting perspectives for comparing problem solving profiles across the participating entities. Finally, some conclusions are drawn concerning the study as a whole.
Résumé
Cet article présente dans ses grandes lignes l’Évaluation PISA 2012 en résolution de problèmes, de l’OCDE. Cette évaluation analyse les compétences de jeunes de 15 ans dans 40 pays, 4 grandes villes internationales, et aussi dans les provinces canadiennes, pour résoudre une série de 16 unités de problèmes présentés en contexte. Chacune de ces unités comprenait 2 ou 3 tâches à faire résoudre par les élèves. Leurs performances dans chacune de ces tâches ont servi à mettre au point l’échelle de pointage du PISA et les niveaux de compétences liés à chacun des groupes participants. Les performances des étudiants à l’évaluation du PISA 2012 en mathématiques, en lecture, et en sciences ont ouvert une voie permettant d’estimer quelles seraient les performances en résolution de problèmes des élèves ayant obtenu des scores comparables dans les trois domaines de contenus. Les performances ont aussi été analysées par type d’élément et par type de situation problématique. Ces deux dernières analyses fournissent des perspectives intéressantes permettant de comparer différents profils de résolution de problèmes dans tous les groupes de participants. Enfin, nous tirons certaines conclusions au sujet de l’étude dans son ensemble.
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Dossey, J.A., Funke, J. Canadian and United States Students’ Performances on the OECD’s PISA 2012 Problem-Solving Assessment. Can J Sci Math Techn 16, 92–108 (2016). https://doi.org/10.1080/14926156.2015.1119332
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DOI: https://doi.org/10.1080/14926156.2015.1119332