Relevant bibliographies by topics / PISA performance

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'PISA performance'

Author: Grafiati
Published: 7 June 2025
Last updated: 13 July 2025

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Journal articles on the topic "PISA performance"

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AlAli, Rommel, and Yousef Wardat. "Low PISA Performance Students: Factors, Perceptions, and Improvement Strategies." International Journal of Religion 5, no. 9 (2024): 334–48. http://dx.doi.org/10.61707/nve8gj33.

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The PISA assessment serves as a critical tool for evaluating and improving educational systems worldwide. The ethical implications of low performance in PISA are significant, requiring a comprehensive approach to address both immediate educational needs and broader systemic issues. By leveraging insights from PISA and implementing evidence-based interventions, policymakers and educators can work towards creating a more equitable and effective educational environment for all students. This study investigates the underlying factors contributing to the low achievement of Jordanian students in the Program for International Student Assessment (PISA) tests and proposes effective strategies to enhance their performance. PISA, developed by the Organization for Economic Co-operation and Development (OECD), evaluates 15-year-old students' skills in reading, mathematics, and science, focusing on their ability to apply knowledge in real-world contexts. Despite its global significance, Jordanian students have consistently underperformed in these assessments. The study employs a mixed-methods approach, including a comprehensive literature review, analysis of the Jordanian educational context, and surveys with educators and students. The findings reveal several key factors impacting performance: curriculum misalignment with PISA competencies, socio-economic disparities, high teacher turnover, and varying levels of teaching quality. Additionally, perceptions of PISA among educators and students highlight challenges related to unfamiliar test formats and applied knowledge requirements. Based on these insights, the study recommends a series of interventions to improve performance. These include aligning the national curriculum with PISA competencies, enhancing teacher training programs, integrating technology into learning processes, promoting extracurricular activities, and fostering active parental involvement. By addressing these areas, the study aims to provide a roadmap for policymakers, educators, and stakeholders to enhance Jordanian students' performance in future PISA assessments and overall educational outcomes.
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Lazarevic, Ljiljana, and Ana Orlic. "PISA 2012 mathematics literacy in Serbia: A multilevel analysis of students and schools." Psihologija 51, no. 4 (2018): 413–32. http://dx.doi.org/10.2298/psi170817017l.

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In PISA 2012 cycle, the focus was on the mathematics literacy. Data collected in PISA survey in Serbia on 4684 respondents show that students on average have significantly lower performance compared to average OECD performance. The aim of the study was to explore student (variables at the first level) and school level predictors (variables at the second level) of the PISA mathematics literacy using multi-level modelling. The most important finding is that student and school level variables are explaining variability in PISA mathematics performance almost equally. Results show that on the student level, significant predictors are gender, noncognitive characteristics (mathematics anxiety, mathematics self-efficacy, mathematics self-concept, openness for problem-solving), student perceived teaching quality and studying habits. Results also indicate that several school-level variables have direct effects on the PISA math performance and that several school-level variables moderate the relationship between student characteristics and PISA performance.
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Uysal, Sengul, and Koksal Banoglu. "Hogging the middle lane: How student performance heterogeneity leads Turkish schools to fail in PISA?" Cypriot Journal of Educational Sciences 13, no. 2 (2018): 201–13. http://dx.doi.org/10.18844/cjes.v13i2.3196.

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This study aims to analyse the relationship between students’ mathematics achievement in Programme for International Student Assessment (PISA) 2012 and the instructional climate-related factors in the index of principals’ perceptions (learning hindrance, teacher morale and teacher intention). As preliminary analysis procedure, the chi-squared automatic interaction detection analysis was performed with relevant independent variables. Teacher’s achievement expectation from students and achievement-oriented behaviours were other significant predictive indicators on PISA mathematics achievement. Based upon these independent variables and standard deviation estimates of PISA mathematics scores, the present research developed a theoretical model by means of confirmatory factor analysis, explaining how students’ PISA mathematics achievement is associated with classroom and within school homogeneity through teachers’ expectation and achievementoriented behaviours. Results showed that the developed model provided a great model-data fit. This model revealed that classroom achievement homogeneity and within school achievement homogeneity were the most important predictors on students’ PISA mathematics achievement.
 Keywords: PISA, CHAID, mathematics, homogeneity.
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Josephine V. Acido and Dennis G. Caballes. "Assessing educational progress: A comparative analysis of PISA results (2018 vs. 2022) and HDI correlation in the Philippines." World Journal of Advanced Research and Reviews 21, no. 1 (2024): 462–74. http://dx.doi.org/10.30574/wjarr.2024.21.1.0020.

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The Philippines took part in PISA 2018 and 2022 conducted by OECD. Filipino students are still among the least proficient in math, reading, and science. Its performance did not significantly improve from the assessment in 2018. Through statistical analysis design, the PISA score (2018 and 2022) was compared to all countries' PISA scores and correlated to HDI in the Philippines, with the use of T-test and Pearson r. Results showed that there is a notable variation in the Philippines' PISA score compared to all countries participating in PISA. In addition, there is a robustly positive correlation between the PISA score and the HDI in the Philippines.
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Josephine, V. Acido, and G. Caballes Dennis. "Assessing educational progress: A comparative analysis of PISA results (2018 vs. 2022) and HDI correlation in the Philippines." World Journal of Advanced Research and Reviews 21, no. 1 (2024): 462–74. https://doi.org/10.5281/zenodo.13148515.

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The Philippines took part in PISA 2018 and 2022 conducted by OECD. Filipino students are still among the least proficient in math, reading, and science. Its performance did not significantly improve from the assessment in 2018. Through statistical analysis design, the PISA score (2018 and 2022) was compared to all countries' PISA scores and correlated to HDI in the Philippines, with the use of T-test and Pearson r. Results showed that there is a notable variation in the Philippines' PISA score compared to all countries participating in PISA. In addition, there is a robustly positive correlation between the PISA score and the HDI in the Philippines.
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M. Mujiya Ulkhaq. "Factors Influencing Indonesian Students' Performance on PISA 2018." Proceeding of The International Conference of Inovation, Science, Technology, Education, Children, and Health 4, no. 1 (2024): 74–87. https://doi.org/10.62951/icistech.v4i1.78.

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Education plays a pivotal role in national development, and assessing its quality is crucial. One widely recognized international assessment is the OECD's PISA, which evaluates mathematics, science, and reading abilities among 15-year-old students globally. In 2018, Indonesian students scored below the OECD average, highlighting deficiencies in the education system. This study investigates the determinants influencing Indonesian students' PISA scores using 2018 data. Multiple linear regression is employed to analyze three models: mathematics, science, and reading scores as dependent variables. Independent variables include age, gender, study time in mathematics, science, and reading, economic, social, and cultural status, family wealth, home ICT ownership, teacher feedback, and school discrimination perception. The findings reveal varying influences on PISA scores across domains: age does not affect mathematics scores, gender does not affect science scores, and all variables significantly impact reading ability scores at the 5% confidence level.
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Tan, Charlene. "Chinese responses to Shanghai’s performance in PISA." Comparative Education 53, no. 2 (2017): 209–23. http://dx.doi.org/10.1080/03050068.2017.1299845.

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Safari, NFN. "STUDENTS' PERCEPTION OF TEACHER GUIDANCE ON READING LEARNING BASED ON RESULTS OF PISA 2018." Indonesian Journal of Educational Assesment 3, no. 1 (2020): 32. http://dx.doi.org/10.26499/ijea.v3i1.56.

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The main purpose of this study is to answer the following question; is there any difference between international students' perceptions of teacher guide on learning to read to meet real-life challenges whose country position is above and below the 2018 average Program for International Student Assessment (PISA) score? The data in this study taken from PISA 2018 data that has been released to the public and has been permitted for research and development purposes. The population of this study was 15-year-old students (SMP) throughout the world who were studying in 2018, while the sample was 15-year-old students. PISA test participants was spread in 80 countries. The sample was students who participated in the 2018 PISA test. The data in this study were taken from the students’ test scores and questionnaires that were answered by 612.004 students from 80 countries. Based on the results of the analysis of variants of one path obtained the following results; there is a statistically significant difference (p<0,000) between students’ perceptions of countries below and above the PISA average on the following issues; (1) teacher feedback, (2) improvement of material, and (3) performance improvement in reading, learning to meet real life challenges where the country's position is above and below the average score average PISA 2018, (Sig. 0,000). The conclusion indicates that teachers in countries above the PISA average often provide feedback and provide improved reading material to their students compared to teachers in countries below the PISA average. Teachers in countries below the PISA average provide feedback for performance improvement more often than to teachers in countries above the PISA average. Because the learning dependence of students in countries above the PISA average is higher than students in countries below the PISA average, the frequency of feedback is considered unnecessary.
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Hu, Jie, and Rushi Yu. "The effects of ICT-based social media on adolescents' digital reading performance: A longitudinal study of PISA 2009, PISA 2012, PISA 2015 and PISA 2018." Computers & Education 175 (December 2021): 104342. http://dx.doi.org/10.1016/j.compedu.2021.104342.

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Ding, Huiming, and Matt Homer. "Interpreting mathematics performance in PISA: Taking account of reading performance." International Journal of Educational Research 102 (2020): 101566. http://dx.doi.org/10.1016/j.ijer.2020.101566.

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Dissertations / Theses on the topic "PISA performance"

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Stile, Concetta. "Il processo di cambiamento nelle pubbliche amministrazioni e il percorso verso l'eccellenza: il caso del comune di Pisa." Doctoral thesis, Universita degli studi di Salerno, 2014. http://hdl.handle.net/10556/1841.

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2011 - 2012<br>La ricerca si propone di analizzare, attraverso lo studio di un caso pratico riguardante una Amministrazione Comunale italiana che ha intrapreso con successo il percorso verso l'eccellenza utilizzando il Common Assessment framework, gli innumerevoli processi di riforma che hanno investito la pubblica amministrazione nel suo complesso... [a cura dell'autore]<br>XI n.s.
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Miller, Peter Scott 1960. "PERFORMANCE OF DRAINAGE CHANNELS IN PIMA COUNTY, ARIZONA." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276476.

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An analysis of drainage channel stability in urbanizing watersheds was completed in this study for areas in Pima County, Arizona. Existing channel geometry and longitudinal slope were compared to original design channel geometry and longitudinal slope. Original design channels existed in undeveloped watersheds. Information on current amounts and types of development were gathered for each channel location as well as current channel geometry and longitudinal slope. The analysis of these data showed a significant relationship between basin urbanization and reduced channel stability.
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Avery, T. S. (Timothy S. ). "CEMENT PLUG PERFORMANCE WHEN TESTED IN SITU IN A GRANITIC ROCK MASS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275547.

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Bernardes, Maurício. "Tecnologia construtiva de piso elevado para áreas externas de edifícios." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/3/3146/tde-10032010-153812/.

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No atual cenário da construção civil brasileira, onde há vigorosa competição, as empresas construtoras que conseguirem aplicar tecnologias que aumentem a eficiência econômica ou o desempenho de seus imóveis estarão em melhores condições de perpetuar os seus negócios. A tecnologia construtiva de piso elevado para áreas externas de edifícios apresenta-se como uma das alternativas que tem elevado potencial de contribuir com incremento do desempenho e da eficiência econômica dos edifícios, já que permite a racionalização da manutenção de parte das vedações horizontais exteriores e da manutenção de eventuais instalações dispostas em seu espaço de entrepiso. Estas possibilidades permitem uma redução do custo global da edificação, ao viabilizar intervenções de menor custo. Porém, para que sejam atingidos os benefícios propostos com a utilização desta tecnologia, é necessário dispor de informações técnicas capazes de orientar satisfatoriamente a concepção e a seleção entre alternativas disponíveis no mercado, para que as exigências dos usuários sejam respeitadas. Diante desta situação, justifica-se o presente projeto de pesquisa, cujo objetivo é a sistematização e análise crítica das informações pertinentes à tecnologia construtiva de piso elevado para áreas externas de edifícios, apresentando os principais aspectos que condicionam sua especificação, projeto e execução. Por meio do estabelecimento do estado da arte, são abordados os principais conceitos associados à tecnologia, à luz das principais funções e requisitos de desempenho de uma vedação horizontal exterior. Após a avaliação destas informações, e através da análise crítica das práticas de comercialização e de produção identificadas em estudo de campo, são apresentadas diretrizes para especificação, projeto e execução do sistema de piso elevado para áreas externas.<br>In the Brazilian building market, where there is a vigorous competition, the companies that have efficient technological process of production, based on product performance, will be able to turn themselves more competitive. The technology of raised access floor used in exterior areas appears as an alternative that can both increase the performance and increase the economical efficiency of the building. This technology may turn easier and cheaper the process of planned maintenance. In order to reach those benefits, it is essential to have technical information about raised access floor used in exterior areas to support the stage of design and the stage of technological selection, making the alternative selected, suitable to the user requirements. With this background justifies a project aiming the systematization and critical analysis of the main characteristics and requirements of the technology that regulate the selection, design and production stages. This dissertation will present the state of the art on raised access floor in external areas and will use the functions and requirements related to exterior floors, in order to discuss the main parameters which influence its conception and its production system. This discussion will use field information research.
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Piñeiro, Maria Carolina de Hollanda Cavalcanti. "Estudos em reperformance: registro da prática Pina, Marina em Carolina." PROGRAMA DE PÓS-GRADUAÇÃO EM ARTES CÊNICAS, 2016. https://repositorio.ufrn.br/jspui/handle/123456789/25333.

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Submitted by Automação e Estatística (sst@bczm.ufrn.br) on 2018-06-05T22:13:05Z No. of bitstreams: 1 MariaCarolinaDeHollandaCavalcantiPineiro_DISSERT.pdf: 7459736 bytes, checksum: 304e1071821b0a797e92e80ac57d3916 (MD5)<br>Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-06-11T22:14:45Z (GMT) No. of bitstreams: 1 MariaCarolinaDeHollandaCavalcantiPineiro_DISSERT.pdf: 7459736 bytes, checksum: 304e1071821b0a797e92e80ac57d3916 (MD5)<br>Made available in DSpace on 2018-06-11T22:14:45Z (GMT). No. of bitstreams: 1 MariaCarolinaDeHollandaCavalcantiPineiro_DISSERT.pdf: 7459736 bytes, checksum: 304e1071821b0a797e92e80ac57d3916 (MD5) Previous issue date: 2016-07-15<br>Esta dissertação descreve o percurso de sete experimentos onde investiguei a possibilidade de criação através da reperformance. Para conseguir desenvolver esta prática investigo três obras de Pina Bausch, duas de Marina Abramovic e dois trabalhos autorais, a partir de laboratórios e investigações desenvolvidas no “Workshop de Estudos em Reperformance” para artistas e pesquisadores da região metropolitana do Natal, Rio Grande do Norte e em Bogotá, Colômbia. Para desenvolver tal trajetória, foi realizado um estudo reflexivo sobre a documentação de registros, que culminam nas impressões da visita à exposição de Marina Abramovic no Sesc Pompéia, assim como levantamentos bibliográficos a fim de refletir sobre o conceito de reperformance, e breve um mapeamento afetivo da história da performance em Natal no período de 2007 à 2016.<br>This dissertation describes the trajectory of seven experiments based on studies in which I investigate the possibility of creation through reperformance. In order to develop my practice, I analyzed three works from Pina Bausch, two from Marina Abramovic, and two of my own works from laboratories and researches developed in "Workshop de Estudos em Reperformance" in which I teach artists and researchers in, both, the metropolitan region of Natal, Rio Grande do Norte, and Bogota, Colombia. To develop such a course, not only a reflective study on records documentation was held, culminating in the impressions of the visit of Marina Abramovic's exhibition at SESC Pompeia, but also literature surveys was made in order to reflect on the concept of reperformance, in which I identify the need to develop an affective mapping of the history of performance in Natal from 2007 to 2016.
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Clairet, Pierre. "Approche algorithmique pour l’amélioration des performances du système de détection d’intrusions PIGA." Thesis, Orléans, 2014. http://www.theses.fr/2014ORLE2016/document.

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PIGA est un outil permettant de détecter les comportements malicieux par analyse de trace système. Pour cela, il utilise des signatures représentant les comportements violant une ou plusieurs propriétés de sécurité définies dans la politique. Les signatures sont générées à partir de graphes modélisant les opérations entre les différentes entités du système et sont stockées en mémoire pendant la détection d’intrusion. Cette base de signatures peut atteindre une taille de plusieurs Mo et ainsi réduire les performances du système lorsque la détection d’intrusion est active. Durant cette thèse, nous avons mis en place plusieurs méthodes pour réduire la mémoire nécessaire pour stocker les signatures, tout en préservant leur qualité. La première méthode présentée est basée sur la décomposition modulaire des graphes. Nous avons utilisé cet outil de la théorie des graphes pour réduire la taille du graphe et, ainsi, diminuer le nombre de signatures, ainsi que leur longueur. Appliquée à des propriétés de confidentialité sur un système servant de passerelle, cette méthode divise par 20 le nombre de signatures générées. La seconde méthode réduit directement la base de signatures en supprimant des signatures inutiles lorsque PIGA est en mode IPS. Appliquée sur les mêmes propriétés, cette méthode divise par 5 le nombre de signatures générées. En utilisant les deux méthodes, on divise le nombre de signatures par plus de 50. Ensuite, nous avons adapté le mécanisme de détection afin d’utiliser les nouvelles signatures générées. Les expérimentations que nous avons effectuées montrent que notre système est équivalent à l’ancien système. De plus, nous avons réduit le temps de réponse de PIGA<br>PIGA is a tool for detecting malicious behaviour by analysing system activity. This tool uses signatures representing illegal behaviours that violate security properties defined in the policy. The signatures are generated from graphs modelling the operation between different system entities and stored in the memory during the intrusion detection. The signature base can take up several MB (Megabytes). This will reduce system performance when the intrusion detection is running. During this thesis, we set up two methods to reduce the memory used to store the signatures while also preserving their quality. The first method is based on the modular decomposition of graphs. We used this notion of graph theory to reduce the size of the graph and lower the number and length of signatures. Applied to confidentiality properties on a gateway system, this method divides by 20 the number of generated signature. The second method reduces directly the signature base by deleting useless signatures when PIGA is used as an IPS. Applied to the same properties, this method divides by 5 the number of generated signatures. Using both methods together, the number of signatures is divided by more than 50. Next, we adapted the detection mechanism to use the new generated signatures. The experiments show that the new mechanism detects the same illegal behaviours detected by the previous one. Furthermore, we reduced the response time of PIGA
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Lima, Anderson Lazarini. "Resfriamento do piso da maternidade para porcas em lactação no verão." Universidade Federal de Viçosa, 2008. http://locus.ufv.br/handle/123456789/5619.

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Made available in DSpace on 2015-03-26T13:54:51Z (GMT). No. of bitstreams: 1 texto completo.pdf: 199294 bytes, checksum: 5b94cb386da05a17ff075ba4a2ffe854 (MD5) Previous issue date: 2008-07-29<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This study was realized to evaluate the effect of cooling the cage floor under the lactating sows on productive performance receiving different amounts of feed in the summer. Forty two sows with different parturition orders were used (1º to 5º), distributed in three treatments (floor not cooled and free intake; floor cooled and 5,5 kg/day of intake; floor cooled and free intake), in a completely randomized experimental block design, with 14 repetitions, being each animal considered an experimental unit. The animals were distributed in treatments considering the order of parturition and body weight. The sows were in experiment during 21 days. Duringthis period received the same food and the water ad libitum. The data of the temperature of dry bulb, humidity bulb and black globe were registered in the experimental period and converted in to the index of temperature of black globe and humidity (ITGU), which was used to characterize the thermal environment in which the sows were maintained. The sows were maintained in cage with cooled floor and received food ad libitum showed larger feed intake, metabolizable energy and digestible lysine. The animals maintained in cooled floor and received restricted food showed larger mobilization of body reserves. The period to return estrus to was larger in the same animals. The piglets of sows that maintained in cooled floor showed larger weight at weaning and weight gain per day. Cooling floor too affect the physiologic parameters, with the animals submitted to the cooled floor presenting smaller values in respiratory frequency, rectal temperature and superficial temperatures. The cooling the cage floor under the lactating sows, favors the dissipation of heat, improves the thermal condition, the capacity of feed intake and productive performance of lactating sows in the summer.<br>Este estudo foi realizado para avaliar o efeito do resfriamento do piso da gaiola de maternidade no desempenho produtivo de porcas em lactação recebendo diferentes quantidades de ração no período de verão. Foram utilizadas 42 porcas de 1o a 5o partos, distribuídas em três tratamentos (piso não resfriado e consumo à vontade; piso resfriado e consumo de 5,5 kg/dia; e piso resfriado e consumo à vontade), em delineamento de blocos ao acaso com 14 repetições, no qual cada porca foi considerada uma unidade experimental. Na distribuição dos animais nos tratamentos, a fim de garantir maior uniformidade, foram considerados o peso corporal e a ordem de parto das porcas. As porcas foram mantidas no experimento do parto até o desmame, realizado aos 21 dias de lactação. Os animais foram alimentados com a mesma ração de lactação e receberam água à vontade. O ambiente térmico no interior das maternidades foi monitorado por meio de termômetros de máxima e mínima, de bulbo seco e bulbo úmido e de globo negro. Os dados de temperatura foram posteriormente convertidos no índice de temperatura de globo e umidade (ITGU) para caracterizar o ambiente térmico em que estes animais foram alojados. As porcas mantidas em gaiola com piso resfriado e que receberam ração à vontade apresentaram maiores consumos de ração, de energia metabolizável e de lisina digestível. Maior mobilização de reservas corporais foi verificada nos animais mantidos em piso resfriado com restrição do consumo de ração. O intervalo desmame-estro também foi maior nestes animais. Os leitões das porcas mantidas em piso resfriado tiveram maior peso ao desmame e maior ganho de peso diário. O resfriamento do piso também influenciou as variáveis fisiológicas determinadas, uma vez que os animais apresentaram menor freqüência respiratória e mais baixas temperatura retal e temperaturas superficiais da nuca, pernil e peito. O resfriamento do piso da gaiola de maternidade favorece a dissipação de calor corporal, melhorando a condição térmica, a capacidade de consumo e o desempenho produtivo das porcas em lactação durante o verão.
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Wong, Ching-ping. "The manifestation of Chinese philosophy and aesthetics in the performance of the pipa music." Thesis, Kingston University, 1989. http://eprints.kingston.ac.uk/20532/.

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This thesis attempts to identify the philosophical and aesthetic concepts of pipa music. The discussion is approached from a performer's point of view and is supported by the author's demonstrations on the pipa, in conjunction with the discussion of artistic theories of other Chinese traditional arts. The introductory chapter involves an examination of thehistorical perspective of the pipa, a discussion of the problems of pipa notation and an explanation of the approach of this thesis. Part I (Chapters 1-6) concentrates on the discussion of theoretical matters. An investigation of the various meanings and the evolution of the concepts qi and yun is the first step to approaching Chinese philosophy and aesthetics. The “three levels of qi” involve playing technique, aesthetic and philosophical considerations. The capturing of “qi of intentional effort” is determined by “combined technique” and breathing methods. The articulation of timbre and “slide” are the essence of “yun”. The manipulation of “qi-yun” deals with the art of performance, interpretation and re-creation, as well as major aesthetic concepts and philosophical ideas of other traditional arts. The final approach of Part I (Chapter 6) probes in to the relationship of poetry and music. Pipa music shares a similar artistic appreciation of consummate beauty to that of Chinese poetry. The focus of Part II (Chapters 7 & 8) attempts to present a detailed analytical study of pipa right-hand “combined technique” and left-hand “slide” skills, accompanied by the study of their historical context. Apart from these matters, Part II acts as a support for the aesthetic and philosophical concepts of Part I.
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Rastello, María Carolina Díaz. "Otimização de parâmetros de projeto de tubulações de sistemas de calefação por piso radiante." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/3/3146/tde-11072014-020209/.

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Devido à climatização dos ambientes internos condicionar o bem estar e o conforto térmico das pessoas é que se fazem necessárias novas pesquisas que procurem potencializar as tecnologias existentes e reduzir tanto os custos de instalação quanto o consumo de energia. É sabido que os sistemas convencionais de calefação proporcionam um alto consumo de energia e uma emissão de níveis de ruído muitas vezes inaceitáveis, entretanto os sistemas radiantes ganham, a cada dia, uma maior abrangência como alternativa de climatização devido às suas vantagens comparativas com relação aos sistemas convencionais. O emprego de sistemas de calefação por piso radiante em muitos países é limitada pelo preço da instalação como consequência do elevado custo dos materiais como é o caso da fabricação das tubulações. Estas geralmente são fabricadas de polietileno ou de cobre, sendo este ultimo o que entrega um maior desempenho térmico e, por conseguinte um melhor fornecimento de energia, mas o elevado custo deste material restringe o seu uso principalmente ao setor residencial, podendo atingir um mercado maior que compreenda edifícios públicos, de escritório, escolas, hospitais, etc. Com isso, este trabalho procura reduzir a quantidade de materiais de tubulação necessários para garantir o desempenho do sistema e o conforto térmico de uma habitação aquecida com um sistema radiante. Para isto, foi desenvolvida a resolução numérica do modelo matemático da transferência de calor no interior do piso pelo método dos volumes finitos na formulação implícita e implementada em código computacional na linguagem Matlab. Para isto, foram considerados dois parâmetros fundamentais para garantir o conforto térmico da habitação que correspondem à temperatura da água e a distancia entre os tubos que compõem o sistema. A análise corresponde ao cálculo da temperatura superficial do piso para distintas temperaturas da água e distintas distâncias, obtendo resultados interessantes que permitem reduzir o custo da instalação em até um 40%.<br>Due to temperature control of interiors conditioning the well-being and the thermal comfort of people, it is necessary to make new researches aiming to improve the existing technologies and to reduce both installation costs and energy consumption. It is known that the use of traditional heating systems involves high energy consumption and, in some cases, unacceptable noise levels; while radiant systems are gaining a wider scope as a heating alternative due to its advantages compared to conventional systems. The use of radiant floor heating systems in Brazil is limited by installation cost due to the high price of required materials. This fact restricts the use of these systems primarily to the residential sector. However, it may be possible for this technology to reach a larger market, including public buildings, offices, schools and hospitals. Therefore, to optimize the most relevant design parameters relating to the thermal performance of the system and reduce both the amount of required materials and the system operating time, this paper elaborates on a method consisting of a high-resolution numerical mathematical model of the heat transfer within a floor using a finite control volume method with an implicit solution scheme. In this work, we consider how the properties of the materials, environmental thermal comfort factors and the performance of the system work together with the theoretical underpinnings of the heat transfer phenomenon to define the design parameters to optimize the materials and provide greater control over the energy consumption. This optimization is achieved without changing any environmental thermal comfort conditions or the well-being of the occupants. Finally, a numerical solution for the heat transfer within the floor is implemented using the computer code Matlab.
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Melchior, Raquel. "PRODUTIVIDADE E BEM-ESTAR DE PORCAS GESTANTES ALOJADAS EM BAIAS COLETIVAS COM PISO DE CONCRETO OU CAMA SOBREPOSTA." Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/10784.

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The aim of this dissertation was to study through meta-analysis the cortisol levels and productivity of sows via a field study the effects of housing on behavior and productivity of sows. The database was composed of 22 articles published between 1996 to 2010, totaling 170 treatments and 1,941 sows. The meta-analysis was performed by sequential analysis: graphical, correlation and variance-covariance. To evaluate the systems of gestation were used 42 sows in a randomized block design with two treatments (T1 - 28 days in gestation crates and 82 days in concrete floor collective pens and T2 - 28 days in gestation crates and 82 days in deep bedding collective pens) three replicates each. Salivary cortisol was positively correlated (P<0.05) with feed intake, of crude protein and lysine and lysine level. Plasmatic cortisol was negatively correlated (P<0.01) with metabolizable energy level and positively correlated (P<0.01) with level and crude protein intake. Individual housing in deep bedding reduced (P<0.01) 47% the salivary cortisol in relation to concrete floor housing. In housing collective on deep bedding this level was 10% higher (P<0.01) in relation housing collective to concrete floor. The piglet birth weight decreased by 0.0002 kg for each increase of one unit nMol.L-1 in plasmatic cortisol (Y=1.6032-0.0002X) or salivary (Y=1.6026-0.0002X). The incidence of stereotyped behaviors was 71% lower (P<0.05) in sows housed in pens of deep bedding, at 90th days gestation. The activities increased on average by 60% (P<0.05) for sows housed in pens of deep bedding during collective pens housing (transfer, after transfer, 90th days of gestation and the average total period). Sows housed in pens concrete floor showed an increase of 66% (P<0.05) in interactions social, the average of the total period. Sows housed in pens of deep bedding had 60% more (P<0.05) skin lesions on the 1st and 2nd days after being transferred to collective pens. The housing system did not affect (P>0.05) backfat thickness and feed conversion the sows during lactation, body weight and weight gain of piglets and the duration total of the farrowing. Sows housed in pens concrete floor during pregnancy reached the end of lactation with 7% more (P<0.05) pigs than sows housed in pens of deep bedding. The pens housing deep bedding for sows in gestation provides better welfare, increases physical activity and does not affect the productive performance of animals.<br>O objetivo desta dissertação foi estudar através de meta-análise os níveis de cortisol e a produtividade de porcas gestantes e através de um estudo a campo os efeitos do sistema de alojamento sobre o comportamento e a produtividade de porcas gestantes. A meta-análise foi composta por 22 artigos publicados entre 1996 a 2010, totalizando 170 tratamentos e 1.941 porcas. A meta-análise foi realizada por análise sequencial: correlação, gráfica e de variância-covariância. Para avaliar os sistemas de gestação foram utilizadas 42 porcas em um delineamento de blocos ao acaso com dois tratamentos (T1 - 28 dias em celas de gestação e 82 dias em baias coletivas de piso concreto e T2 - 28 dias em celas de gestação e 82 dias em baias coletivas de cama sobreposta) três repetições cada. Para cortisol salivar houve correlação positiva (P<0,05) com consumo de ração, de proteína bruta e de lisina. Para cortisol plasmático a correlação foi negativa (P<0,01) com nível de energia metabolizável e positiva (P<0,01) com nível e consumo de proteína bruta. O alojamento individual em cama sobreposta reduziu (P<0,01) 47% o cortisol salivar em relação ao alojamento individual em piso concreto. No alojamento coletivo em cama sobreposta esse nível foi 10% maior (P<0,01) que o alojamento coletivo em piso concreto. O peso ao nascer dos leitões reduziu em 0,0002 kg a cada aumento de um nMol.L-1 no cortisol plasmático (Y=1,6032-0,0002X) ou salivar (Y=1,6026-0,0002X). A incidência de comportamentos estereotipados foi 71% menor (P<0,05) em porcas alojadas em baias de cama sobreposta, aos 90 dias de gestação. As atividades aumentaram em média 60% (P<0,05) para porcas alojadas em baias de cama sobreposta, durante o alojamento em baias coletivas (transferência, pós-transferência, 90 dias de gestação e na média do período total). Porcas alojadas em baias de piso concreto apresentaram aumento de 66% (P<0,05) nas interações sociais, na média do período total. As porcas alojadas em baias de cama sobreposta apresentaram 60% mais (P<0,05) lesões de pele no 1º e 2º dias após a transferência para baias coletivas. O sistema de alojamento não afetou (P>0,05) a espessura de toucinho e a conversão alimentar das porcas na lactação, o peso vivo e ganho de peso dos leitões e a duração total do parto. Porcas alojadas em baias de piso concreto durante a gestação chegaram ao final da lactação com 7% mais (P<0,05) leitões do que as porcas alojadas em baias de cama sobreposta. O alojamento em baias de cama sobreposta para porcas em gestação proporciona melhor bem-estar, aumenta a atividade física e não altera o desempenho produtivo dos animais.
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Books on the topic "PISA performance"

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S, Kirsch Irwin, Programme for International Student Assessment., and Organisation for Economic Co-operation and Development., eds. Reading for change: Performance and engagement across countries : results from PISA 2000. Organisation for Economic Co-operation and Development, 2002.

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S, Kirsch Irwin, Programme for International Student Assessment., and Organisation for Economic Co-operation and Development., eds. Reading for change: Performance and engagement across countries : results from PISA 2000. Organisation for Economic Co-operation and Development, 2002.

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Stanat, Petra. Where immigrant students succeed: A comparative review of performance and engagement in PISA 2003. Organisation for Economic Co-operation and Development, 2006.

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Fuchs, Thomas. What accounts for international differences in student performance?: A re-examination using PISA data. IZA, 2004.

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Organisation for economic co-operation and development. The High Cost of Low Educational Performance: The Long-run Economic Impact of Improving PISA Outcomes. OECD Publishing, 2010.

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Organisation for economic co-operation and development. PISA 2012 results: Student performance in mathematics, reading and science : what students know and can do. 2nd ed. OECD Publishing, 2014.

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Department, Scottish Executive Education. Programme for International Student Assessment (PISA) 2003: Initial report on Scotland's performance in mathematics, science and reading. Scottish Executive, 2004.

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Organisation for economic co-operation and development. PISA 2009 Results: What Students Know and Can Do: Student Performance in Reading, Mathematics and Science (Volume I). OECD Publishing, 2010.

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N, Patt Yale, ed. High performance embedded architectures and compilers: 5th international conference, HiPEAC 2010, Pisa, Italy, January 25-27, 2010 : proceedings. Springer, 2010.

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Patrick, Bussière, Council of Ministers of Education (Canada), Statistics Canada, and Canada. Human Resources Development Canada., eds. Measuring up: The performance of Canada's youth in reading, mathematics and science : OECD PISA study : first result for Canadians aged 15. Statistics Canada, 2001.

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Book chapters on the topic "PISA performance"

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Lin, Su-Wei, Huey-Ing Tzou, I.-Chung Lu, and Pi-Hsia Hung. "Taiwan: Performance in the Programme for International Student Assessment." In Improving a Country’s Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_10.

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AbstractTaiwan has, from 2006, participated in five Programme for International Student Assessment (PISA) surveys. This chapter discusses Taiwan’s performance in PISA and its implications. At first, the education system and the process of educational reform in Taiwan were described. Then Taiwan’s performances for reading, math, and science in PISA were delineated. Taiwanese students have had consistently excellent performance for math and science; its reading performance, although not as outstanding as those for math and science, has improved significantly from 2009 to 2018. The gender gap in reading, in favour of female students, has narrowed, and the gender gap in math and science has been small. Educational equity, especially between rural and urban students, has also improved from 2006 to 2018. The proportion of high performers in reading and the proportion of low performers in reading, math, and science has increased from 2006 to 2018, while the proportions of top performers in math and science have decreased. These findings are interpreted from the perspectives of cultural beliefs, changes in the education system and national assessment, government investment in the related domains, and the nature of the PISA assessment.
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Seitzer, Helen, and Michael Windzio. "Does Globalization Affect the Performance of Secondary Education Systems? A Coevolution Model of Multiplex Transnational Networks and Educational Performance." In Global Dynamics of Social Policy. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78885-8_4.

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AbstractIn Chap. 10.1007/978-3-030-78885-8_4, Helen Seitzer and Michael Windzio address PISA scores, student exchange, service sector trade flows, and migration. PISA, a study on education system effectiveness, is used to compare, name, and shame the ‘best’ and ‘worst’ of state education. Better education in connection to job prospects is one reason for migration but might also influence students’ choice of the destination for an exchange. But, both these networks might also follow existing paths of interconnectedness, similar to service trade relations. Applying a network coevolution model, the authors ask if a country’s change in PISA scores coincides with student exchange flows and migration patterns, or if other factors such as cultural, geographical, or economic aspects influence the choice of destination.
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Lindner, Alina, Andreas Bieniek, and Hans Burkhardt. "PISA—Parallel Image Segmentation Algorithms." In High Performance Computing in Science and Engineering ’98. Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/978-3-642-58600-2_39.

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Araújo, Luisa, Patrícia Costa, and Nuno Crato. "Assessment Background: What PISA Measures and How." In Improving a Country’s Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_12.

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AbstractThis chapter provides a short description of what the Programme for International Student Assessment (PISA) measures and how it measures it. First, it details the concepts associated with the measurement of student performance and the concepts associated with capturing student and school characteristics and explains how they compare with some other International Large-Scale Assessments (ILSA). Second, it provides information on the assessment of reading, the main domain in PISA 2018. Third, it provides information on the technical aspects of the measurements in PISA. Lastly, it offers specific examples of PISA 2018 cognitive items, corresponding domains (mathematics, science, and reading), and related performance levels.
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Teltemann, Janna. "Achievement vs. Equality — What Determines PISA Performance?" In Internationalization of Education Policy. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137401694_2.

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Ahonen, Arto K. "Finland: Success Through Equity—The Trajectories in PISA Performance." In Improving a Country’s Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_6.

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AbstractThe Finnish education system has gone through an exciting developmental path from a follower into a role model. Also on the two-decade history of PISA studies, Finland’s performance has provided years of glory as of the world’s top-performing nation, but also a substantial decline. This chapter examines Finland’s educational outcomes in recent PISA-study and the trends across previous cycles. Boys’ more unsatisfactory performance and the increasing effect of students’ socio-economic background are clear predictors of the declining trend, but they can explain it only partly. Some of the other possible factors are discussed.
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Angelone, Domenico, and Urs Moser. "More Hours Do Not Necessarily Pay Off. The Effect of Learning Time on Student Performance at Different School Types in Switzerland." In Research on PISA. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4458-5_8.

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Gomendio, Montserrat, and José Ignacio Wert. "4. ILSAs." In Dire Straits-Education Reforms. Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0332.04.

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In Chapter 4 we analyse in detail the findings from International Large Scale Assessments (ILSAs). We describe the magnitude of differences in different countries’ student performance, and explain the main geographical differences, as well as trends over time. Despite huge disparities between countries in terms of student performance—which generated an expectation that education systems could improve rapidly by learning good practices from top performers—according to PISA, in most countries no improvements have taken place in almost two decades. The explanation could be that governments have not adopted the right education policies, that PISA policy recommendations are wrong, or a combination of both. We closely investigate the available evidence and the conclusions drawn by PISA, and suggest that policy recommendations related to the lack of impact of investment are solid, others are strongly context-dependent, and those related to equity are not based on robust evidence and are therefore debatable.
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Frønes, Tove Stjern, Maria Rasmusson, and Jesper Bremholm. "Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_12.

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AbstractThis chapter studies equity in reading performance in PISA 2000–2018 in three Nordic countries: Denmark, Sweden and Norway. Using regression analyses, the study investigates how the reading performance trend for groups of students with different genders, home backgrounds and minorities has developed. The study is contextualised through an up-to-date description of reading comprehension instruction in the countries. In addition to trend analyses of general reading performance, the study examines if the differences between groups of students are consistent across different text formats in the digital version of the PISA test, distinguishing between static text types (e.g., articles, letters, stories) and dynamic text types (e.g., websites, forums and e-mails, etc.). We find a consistently high reading literacy performance in all Scandinavian countries compared with international development. There are large gender differences in the average reading performance in all three countries, disfavouring boys, especially low-performing boys from low SES home backgrounds. We find a huge and stable gap between minority and majority students’ reading achievement, even when corrected for SES. Taking these findings into account, we assert that there is no basis for concluding that the school systems give more equitable learning conditions for groups of students now than when the PISA assessments started. However, it appears that the new online text formats in PISA 2018 might shrink the differences between student groups. Based on our findings, we argue that it is highly doubtful if one can still speak of a Nordic model of education, both as an idea of equity and fairness and as a model that is united across the Nordic countries.
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"Comparing performance over time." In PISA. OECD, 2010. http://dx.doi.org/10.1787/9789264091580-5-en.

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Conference papers on the topic "PISA performance"

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Buntha, Arnon, Pratchayapong Yasri, and Prempree Duangpummet. "Enhancing Science Education in Thailand: Implementing the CER Framework to Improve PISA Performance and Student Argumentation." In 2024 9th International STEM Education Conference (iSTEM-Ed). IEEE, 2024. http://dx.doi.org/10.1109/istem-ed62750.2024.10663174.

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Williams, William R., Maximilian Knespel, Frank Winkler, and Bert Wesarg. "Analyzing HPC Utilization with PIKA and Vampir." In SC24-W: Workshops of the International Conference for High Performance Computing, Networking, Storage and Analysis. IEEE, 2024. https://doi.org/10.1109/scw63240.2024.00194.

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Taboada, Diego, and Efe Ozcanli y. Camila Coria. "Ensayos de alta performance en diferentes sistemas de aislamiento sísmico." In IABSE Congress, San José 2024: Beyond Structural Engineering in a Changing World. International Association for Bridge and Structural Engineering (IABSE), 2024. https://doi.org/10.2749/sanjose.2024.1442.

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&lt;p&gt;El aislamiento sísmico es uno de los medios más eficaces para reducir el daño causado por terremotos. Este artículo resume ensayos de alta performance de distintos sistemas de aislamiento sísmico usados para aplicaciones estructurales convencionales (edificios y puentes), y para aplicaciones no convencionales (servidores informáticos, obras de arte y equipos sensibles). Los resultados que se presentan son: 1) Ensayos de aisladores sometidos a grandes desplazamientos laterales además de carga axial y levantamiento extremo de 20 mm. Asimismo, se presenta el comportamiento de aisladores sometidos a una deformación por corte superior al 500%. 2) Ensayos de un sistema patentado de aislamiento multidireccional de piso que proporciona capacidad de amortiguamiento y autocentrado para equipos. 3) Ensayos de un material deslizante a base de poliamida y nylon. El material tiene un coeficiente de fricción más bajo que el típico PTFE.&lt;/p&gt;
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Kopliku, A., P. Cavassi, P. I. Nice, S. Johnsen, B. Bazzoni, and A. Bazzoni. "Selecting Materials for OCTG with the Help of a Decision Support System." In CORROSION 2000. NACE International, 2000. https://doi.org/10.5006/c2000-00162.

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Abstract The paper describes the approach, developed by two oil and gas companies, in the formulation of rules for the material selection for OCTGs, used in a software developed to support corrosion engineers on their job. Zones are defined, based on pH and pH2S values, according in principle to the European Federation for Corrosion approach to sour environment definition. For each zone a set of rules, depending principally on the chloride content and temperature, is applied not only to decide if the material is applicable or not but also to assign to each material, in a given environment, a performance index (PI). The performance index is a parameter indicating the judgment upon the resistance of the material in given conditions even in the cases where there is not a fully reliable applicability of the material. In this case the performance index gives a qualitative evaluation on the probability of the material to resist in the given conditions and helps the corrosion engineer to decide on the opportunity to make testing on that material and which type of testing. In a first phase the PI is evaluated for each form of corrosion attack: uniform corrosion, localized corrosion, stress corrosion cracking, etc., and in a second phase these partial PIs are combined to form a overall PI for each material. The software also uses the PI as an input to the risk evaluation module that makes the evaluation based upon the PI and the possible consequences of a failure. Another application of the PI in the software is to perform the economical comparison between different alternative materials for the well completion. Having a complete scenario that considers corrosion resistance, risk and economical evaluation it will be easier for the corrosion engineer to make his decision.
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Nolka, Eleni, and Chryssa Sofianopoulou. "GREEK AND PORTUGUESE MATHEMATICS EDUCATION AND PERFORMANCE, THROUGH THE PRISM OF PISA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end025.

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Greece and Portugal are two Southern European countries, with nearly the same population as well as a centralized educational system that follows the same vertical structure. Both countries were deeply affected by the economic crisis during the last decade. Despite being severely hit by the economic crisis, Portugal has advanced to the OECD average level in students’ mathematical performance in the Programme for International Student Assessment (PISA 2018), while Greece has performed below the OECD average. PISA, as one of the most influential international educational surveys, aims to evaluate educational systems and provides a valuable platform for comparisons. Portuguese students outperformed their Greek counterparts by 7 points in the first PISA 2000 and went on to widen the difference by 41 points in PISA 2018. In addition to having increased the average performance in Mathematics, Portugal has managed to reduce the percentage of low-achieving students and at the same time increase the percentage of high-achieving students. According to PISA 2018 reports, Portugal is the only member of OECD that has experienced significant improvement in mathematics performance of their students through its participation in PISA. In contrast, the performance of Greek 15-year-old students in mathematics has not improved and has remained below the OECD average since it participated in PISA. What national strategies have been set up and implemented in Portugal so as to foster student’s mathematical literacy competencies? A clear curriculum, students’ regular assessment, teachers’ training and the Action Plan for Mathematics. But despite that fact, the Mathematics performance of Greek 15-year-olds students in PISA in all cycles of PISA remains below the respective OECD average, in contrast with Portugal, that has registered a quantum leap (Crato, 2020). The main aim of this research is, through a recording of the Greek and Portuguese students’ mathematics achievements in PISA and at the same time of the Mathematics Education in both countries, through available policy documents and research reports, to comment on the current outcomes of the two educational systems and their students’ performance in Mathematics.
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Guido, Ryan Manuel D., and Glen R. Mangali. "Research Productivity as Performance Dynamics of PISA among Southeast Asian Countries." In 2022 IEEE 14th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment, and Management (HNICEM). IEEE, 2022. http://dx.doi.org/10.1109/hnicem57413.2022.10109453.

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Alzahrani, Ali, and Elizabeth Stojanovski. "Socio-economic status and gender based analysis of the effect of mathematics anxiety on mathematics performance among Australian secondary students." In Decision Making Based on Data. International Association for Statistical Education, 2019. http://dx.doi.org/10.52041/srap.19401.

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This paper employs data from the Program for International Student Assessment (PISA) 2012 study on mathematics performance in Australian secondary schools to determine the effect of mathematics anxiety on mathematics performance among secondary students. Data of school and student specific factors that are relevant to the Australian educational context are extracted from the PISA 2012 study. These data are used to measure the influence of these factors, as well as mathematics anxiety, on students' mathematics performance. Potential predictive factors are also used in the assessment including gender, socio-economic status (SES) and mathematics anxiety. Findings support the existence of an inverse relationship between mathematics performance and mathematics anxiety whereby the influence of mathematics anxiety varies based on students’ gender and SES.
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Mema, Besara. "PISA: HOW IS THE PERFORMANCE OF ALBANIAN STUDENTS COMPARED TO SERBIAN STUDENTS?" In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1801.

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Raižienė, Saulė. "Students’ Performance And Teaching Practices In Science Across Eu Countries: Evidence From Pisa 2015." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.24.

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Ulkhaq, M. "The Determinants of Indonesian Students’ Mathematics Performance: An Analysis through PISA Data 2018 Wave." In Proceedings of the First Jakarta International Conference on Multidisciplinary Studies Towards Creative Industries, JICOMS 2022, 16 November 2022, Jakarta, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.16-11-2022.2326139.

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Reports on the topic "PISA performance"

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Zoido, Pablo, Alison Elías, María Soledad Bos, and Emiliana Vegas. Latin America and the Caribbean in PISA 2015: How Much Did the Region Improve? Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0006342.

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De Bortoli, Lisa, Catherine Underwood, Tim Friedman, and Eveline Gebhardt. PISA 2022. Reporting Australia’s results. Volume II: Student and school characteristics. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-726-7.

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The Programme for International Student Assessment (PISA) is an international comparative study of student performance directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures the cumulative outcomes of education by assessing how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, are prepared to use their knowledge and skills in particular areas to meet real-world opportunities and challenges. In addition to the cognitive data reported on in Volume I, PISA collected a wealth of student and school contextual data through the background questionnaires. This report focuses on a variety of constructs related to 15-year-old students’ experiences at school, which illustrate student background characteristics and schooling environments, including sense of belonging, student–teacher relationships, disciplinary climate, exposure to bullying, students’ resistance to stress, curiosity, perseverance, shortage of educational staff and shortage of educational material. Volume II of the PISA 2022 national report examines the similarities and differences between a number of participating countries and economies, referred to as comparison countries; the Australian states and territories; and, school sector and different demographic groups for each of the above constructs. The results from PISA, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019).
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Zoido, Pablo, Alison Elías, María Soledad Bos, and Emiliana Vegas. Latin America and the Caribbean in PISA 2015: How Many Students are Low Performers? Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0006343.

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Half of the students in the region present low levels of performance. If all 15-year-olds who are outside of the education system or still in primary education were included, this proportion would be even greater.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston, and Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables explain only about 3-4 additional percentage points (although an important variable, math teachers’ pedagogical skills, is not available for Ethiopia). Differences in observed child and household characteristics explain very little of the gaps between Vietnam and India and between Vietnam and Peru, yet one observed school variable has a large explanatory effect: primary school math teachers’ pedagogical skills. It explains about 10-12% of the gap between Vietnam and India, raising the overall explained portion to 14-21% of the gap. For Peru, it explains most (65-84%) of the gap.
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Zoido, Pablo, Nicholas Dominic Moffa, María Soledad Bos, and Emiliana Vegas. Latin America and the Caribbean in PISA 2015: What is the Relationship Between Student Performance and Teaching Resources? Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0006351.

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The lack of high-quality professional training and development and the unequal distribution of human resources suggests there is a need for a greater focus on how to better recruit, train, and retain excellent teachers.
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Zoido, Pablo, Nicholas Dominic Moffa, María Soledad Bos, and Emiliana Vegas. Latin America and the Caribbean in PISA 2015: What is the Relationship Between Learning and Resources? Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0006349.

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Poor performance, a lack of educational resources, and inadequate infrastructure all suggest that Latin America and Caribbean countries not only must invest more in education, but also consider how they can do so more fairly and efficiently.
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Muñoz, Juan Sebastián. Re-estimating the Gender Gap in Colombian Academic Performance. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0011529.

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This paper presents evidence of the relationship between the disparity in the academic performance of boys and girls in Colombia and the country's excessively high school dropout rates. By using the OLS and trimming for bounds techniques, and based on data derived from the PISA 2009 database, the presented findings show that the vast majority of this gender-related performance gap is explained by selection problems in the group of low-skilled and poor male students. In particular, the high dropout rate overestimates male performance means, creating a selection bias in the regular OLS estimation. In order to overcome this issue, unobservable male students are simulated and bounding procedures used. The results of this analysis suggest that low-income men are vulnerable to dropping out of school in the country, which leads to overestimating the actual performance levels of Colombian men.
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