Pisa Computer-Based Assessment Of Student Skills In Science: Education And Skills (Pisa) (SCIENCE ET TECHNOLOGIES DE L'INFORMATION)

This report documents the initial step towards an electronically-delivered Programme for International Student Assessment (PISA) test pioneered by Denmark, Iceland and Korea. In 2006, the PISA assessment of science included for the first time a computer-based test. The results discussed in this report highlight numerous challenges and encourage countries to take the work further. PISA Computer-Based Assessment of Student Skills in Science describes how the 2006 survey was administered, presents 15-year-olds' achievement scores in science and explains the impact of information communication technologies on both males' and females' science skills. While males outperformed females on the computer-based test in all three countries, females in Iceland and males in Denmark performed better than their counterparts on the paper-and-pencil test. The evidence shows that, overall, males are more confident and use computers more frequently. While females tend to use the Internet more for social networking activities, males tend to browse the Internet, play games and download software. Readers will also learn how students reacted to the electronic questionnaire and how it compared with pencil-and-paper tests. In general, there were no group differences across test methods buts students enjoyed the computer-based test more than the paper-and-pencil test This Report Documents The Initial Step Towards An Electronically-delivered Program For International Student Assessment (pisa) Test Pioneered By Denmark, Iceland And Korea. In 2006, The Pisa Assessment Of Science Included For The First Time A Computer-based Test. The Results Discussed In This Report Highlight Numerous Challenges And Encourage Countries To Take The Work Further. The Publication Describes How The 2006 Survey Was Administered, Presents 15-year-olds' Achievement Scores In Science And Explains The Impact Of Information Communication Technologies On Both Males' And Females' Science Skills. While Males Outperformed Females On The Computer-based Test In All Three Countries, Females In Iceland And Males In Denmark Performed Better Than Their Counterparts On The Paper-and-pencil Test. The Evidence Shows That, Overall, Males Are More Confident And Use Computers More Frequently. While Females Tend To Use The Internet More For Social Networking Activities, Males Tend To Browse The Internet, Play Games And Download Software. The Report Also Explores How Students Reacted To The Electronic Questionnaire And How It Compared With Pencil-and-paper Tests. In General, There Were No Group Differences Across Test Methods Buts Students Enjoyed The Computer-based Test More Than The Paper-and-pencil Test.--publisher's Description. Introduction -- Administration Of The Cbas Test -- Student's Achievement In Science -- Use Of Information Communication Technologies (ict) Across Genders And Impact On Achievement -- Cbas Questionnaire Results -- Features Of The Computer-based Items And Performance -- Summary. Programme For International Student Assessment. Includes Bibliographical References. Also Available Online. PISA : PISA Computer-Based Assessment of Student Skills in Science Foreword 5 Table of Contents 7 Introduction 13 Key findings from the PISA 2006 Computer-based Assessment of Science 14 What is PISA? 14 What is a Computer-based Assessment of Science? 14 Objectives of the PISA 2006 Computer-based Assessment of Science (CBAS) 19 Notes 20 Administration of the CBAS test 21 Field Trial 22 School and student sampling 22 Administration of test sessions 23 Notes 30 Students’ achievement in science 31 Achievement across test modalities 32 Notes 36 Use of Information Communication Technologies (ICT) across genders and impact on achievement 37 Home ICT access and achievement in CBAS 38 ICT familiarity items and scales 39 ICT frequency of use and confidence across genders 41 Association between ICT familiarity, confidence and CBAS achieveme 44 Notes 53 CBAS questionnaire results 55 Test enjoyment across test modalities and genders 57 Test motivation across test modalities and genders 59 Relative effort applied to tests across genders 61 Impacts of test preference and relative effort on achievement 67 Students’ reported effort on PISA and CBAS: What the effort thermometer shows 70 Relationship between reported effort and achievement 72 Notes 76 Features of the computer-based items and performance 77 Missing responses and gender 79 Reading load 80 Interactivity of items 83 Gender differences in percentage correct per item 84 Achievement across sub domains of science 89 Notes 91 Summary 93 Explaining the gender difference 94 References 96 Annex A. Sampling information 97 Annex B. Frequency of performing ICT activities by country and gender 99 9810041e