International Tests

Programme For International Student Assessment (PISA)
PISA is an international comparative study in which approximately 55 countries participate to assess how well students at age 15 - and therefore approaching the end of compulsory schooling in most countries - are prepared to meet the challenges of today’s societies.

The PISA assessment takes a broad approach to assessing skills and knowledge that reflect the current changes in curricula, moving beyond the school based approach towards the use of knowledge in everyday tasks and challenges. These skills reflect the ability of students to continue learning throughout their lives by applying what they have learned in school to non-school environments, evaluating their choices and making decisions.

PISA combines the assessment of three domain-specific areas such as:

• reading,
• mathematical and
• scientific literacy.

PISA covers these domains not so much in terms of mastery of the school curriculum, but of important knowledge and skills needed in adult life. Emphasis is on the mastery of processes, the understanding of concepts and the ability to function in various situations within each domain. This emphasis is particularly significant in light of the concern among nations to develop human capital, which is defined in PISA as: “the knowledge, skills, competencies and other attributes embodied in individuals that are relevant to personal, social and economic well- being.”

Objectives of PISA
The objective of the study is to provide countries with international comparative data as well as with national trend data on reading, mathematical and scientific literacy of 15 year old students. The three literacy domains, plus the cross-sectional Problem Solving domain, are defined as follows:

• Mathematical Literacy
  An individual’s capacity to identify and understand the role that mathematics plays in the world to make well-founded judgments and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen



• Reading Literacy
  An individual’s capacity to understand, use and reflect on written texts, in order to achieve one’s goals, to develop one’s knowledge and potential and to participate in society



• Scientific Literacy
  The capacity to use scientific knowledge, to identify questions and to draw evidence based conclusions in order to understand and help make decisions about the natural world and the changes made to it through human activity.



• Problem Solving Skills
  An individual’s capacity to use cognitive processes to confront and resolve real, cross –disciplinary situations where the solution path is not immediately obvious and where the literacy domains or curricular areas that might be applicable are not within a single domain of mathematics, science or reading.

The design of the PISA study focuses mainly on providing results at the system level; it is not intended to report individual student scores.

Besides the reading tests, questionnaire data from schools, students and parents are collected and analyzed. This background information is intended to identify factors or combination of factors that are associated with high levels of reading, mathematical and scientific literacy.

Target population
Fifteen-year old students. In Qatar, the PISA administration is census based. That means all eligible 15 year old students in MoE, private Arabic, Independent and International schools participated in the PISA 2006 main administration. Since the eligibility criterion is not grade but age based, the 15 year old students taking part in PISA come from 9th , 10th and 11th grades.

Test materials
Test items are a mixture of multiple-choice items and questions requiring students to construct their own responses. The items are organized in groups based on a passage or problem describing a real-life situation. The paper-and-pencil tests last a total of two hours for each student.

The PISA assessment takes place every three years: Each of the PISA cycles looks in depth at a “major” domain, to which two-thirds of testing time is devoted; the other domains provide a summary profile of skills. Major domains were reading literacy in PISA 2000, mathematical literacy in PISA 2003, and scientific literacy in PISA 2006.

Importance of PISA for Qatar

• The analysis of student performance in PISA will inform Qatar about proficiency in reading, mathematical and scientific literacy of 15 year old Qatari students as well as analyses of sub-groups (e.g. boys vs. girls, differences by school type, etc.).



• PISA will provide comparative results of the position of Qatari students in comparison to those of 55 countries worldwide.



• Since PISA is conducted every 3 years, Qatar’s participation in PISA 2006 represents a baseline from which the country can track its progress in reading, mathematical and scientific literacy of 15 year old Qatari students over time. The Qatari educational reform is expected to lift up students performance in the next 3 years. Thus, the comparison of the 2006 and 2009 cycles of PISA will present Qatar with an external validation of the impact of its educational reform efforts upon reading, mathematical and scientific literacy of 15 year olds, in addition to the internal one (QCEA).



• Together with the questionnaire data it will also be possible to identify factors that are related to reading, mathematical and scientific literacy acquisition, like instructional practices, school resources, and home environment.



• By pointing out strength and weaknesses in reading, mathematical and scientific literacy of Qatari students, decision makers will have additional information about where to focus resources for improving students’ skills in those domains.

PISA will complement results from the QCEA in the subject matters Arabic, Mathematics and Science. Due to its specific focus on competencies, i.e. how students can apply what they have learned in school to real life situations, PISA can offer deeper insights in reading, mathematical and scientific literacy of 15 year old Qatari students. Moreover, the Problem Solving domain is used across subject matters areas and is therefore more germane for this type of assessments than for yearly applied national tests like the QCEA.

PISA is carried out by a consortium headed by the Organization for Economic Cooperation and Development (OECD) in cooperation with national research institutions and governmental research agencies. More information about PISA is available online at www.pisa.oecd.org.

Trends in International Mathematics and Science Study (TIMSS)
TIMSS is a curriculum based international comparative study in which over 60 countries participate to assess 4th and 8th grade students’ mathematics and science knowledge and skills. With the assessment of these two grades, aspects of growth in Mathematics and Science knowledge and skills from fourth grade to eighth grade can be identified. The following domains are covered in the two subject areas:

Mathematics

• Grade 4: Number, Geometric Shapes and Measures, Data Display
• Grade 8: Number, Algebra, Geometry, Data and Chance

Science

• Grade 4: Life Science, Physical Science, Earth Science
• Grade 8: Biology, Chemistry, Physics, Earth Science

As far as the content dimension is concerned, there is more emphasis in mathematics on Number at fourth grade than in eighth grade. In science at the eighth grade Physics and Chemistry are assessed as separate content domains and receive more emphasis.

Both the mathematics and science assessment frameworks have also a cognitive dimension-Knowing, Applying, and Reasoning.

Objectives of TIMSS
The objective of the study is to provide countries with international comparative data as well as with national trend data on mathematics and science knowledge and skills of 4th and 8th grade students.

The design of the TIMSS study focuses mainly on providing results at the system level; it is not intended to report individual student scores.

To inform educational policy in the participating countries, TIMSS also routinely collects extensive background information that addresses concerns about the quantity, quality, and content of instruction. For example, TIMSS 2007 will continue collecting detailed information about mathematics and science curriculum coverage and implementation, as well as teacher preparation, resource availability, and the use of technology.

The tests together with the applied questionnaires enable the understanding of the context in which students learn best. Thus, TIMSS enables international comparisons among the key variables in curriculum, instruction and resources that result in higher levels of student achievement.

Target population
Fourth and eighth grade students
In Qatar, the TIMSS administration is census based. That means all eligible students in MoE, private Arabic and Independent schools, in 4th and 8th grade, or approximately 15,000 students, will participate in the TIMSS 2007 main administration scheduled for March 2007.

Test materials
The TIMSS tests consist of questions in mathematics and science that are appropriate for the grade level. There are 14 mathematics blocks and 14 science blocks, each having a number of questions. These blocks are combined in a systematic way so that each block appears in two booklets. There is a total of 14 different booklets each containing two mathematics blocks and two science blocks. Each student will receive one booklet and has 72 minutes (fourth grade) or 90 minutes (eighth grade) to answer questions for the two parts.

Importance of TIMSS for Qatar

• The analysis of student performance in TIMSS will inform Qatar about the present mathematics and science abilities of Qatari students in 4th and 8th grade as well as analyses of sub-groups (e.g. boys vs. girls, differences by school type, etc.).



• TIMSS will provide comparative results of the position of Qatari students in comparison to those of over 60 countries worldwide, including 15 Arab countries.



• Since TIMSS is conducted every 4 years, Qatar’s participation in TIMSS 2007 represents a baseline from which the country can track its progress in 4th and 8th grade mathematics and science performance over time. The Qatari educational reform is expected to lift up students performance in the next 4 years. Thus, the comparison of 2007 and 2011 cycles of TIMSS will present Qatar with an external validation of the impact of its educational reform efforts upon mathematics and science knowledge and skills in grade 4 and 8 students, in addition to the internal one (QCEA).



• Moreover, as TIMSS is conducted every 4 years, the group of students that will participate in TIMSS 2007 in 4th grade will also participate in TIMSS 2011 in 8th grade. Thus, it is possible to track the progress of this group of students from grade 4 to grade 8 and compare the progress they make vis-à-vis the progress that students all over the world have made in this four-years time span.

Questionnaire data are used to analyze instructional practices and home and school environments that are connected to high student achievement in Mathematics and Science. This information is intended to inform policy makers about best practices and can help them in decisions about adjusting policies.

TIMSS will complement results from the QCEA in the subject matters Mathematics and Science. TIMSS, due to its international comparative focus can offer deeper insights in mathematics and science performance of Qatari students in 4th and 8th grade.

TIMSS is organized by the International Association for the Evaluation of Educational Achievement (IEA), which is an independent, international cooperative of national research institutions and governmental research agencies in which Qatar is a member. More information about TIMSS is available online at http://timss.bc.edu.

Progress in International Reading Literacy Study (PIRLS)
PIRLS is an international comparative study in which approximately 40 countries participate to assess 4th grade students’ reading ability in their native language. This grade level was chosen for PIRLS as it is an important transition point in children’s development as readers. Typically, at this point, students have learned how to read and are now reading to learn. Thus, shortcomings in understanding written texts at this stage may have a negative impact on performance in most other subject areas.

PIRLS is based on a comprehensive framework that calls for students to be able to demonstrate their understanding of a wide variety of texts for two major purposes:

1. to acquire and use information and
2. for literary experience.

As the Qatar Curriculum standards, PIRLS places a strong emphasis on critical analysis, not only a repetition of learned or read facts. As they read, students are asked to engage in a full range of skills and strategies, including:

Retrieve explicitly stated information

Making straightforward inferences

Interpreting and integrating ideas

Examining and evaluating content, language and textual elements

Objectives of PIRLS
The objective of the study is to provide countries with international comparative data as well as with national trend data on reading literacy of 4th grade students.

The definition of reading literacy used in PIRLS is the following: “For PIRLS, reading literacy is defined as the ability to understand and use those written language forms required by society and/or valued by the individual.

Young readers can construct meaning from a variety of texts. They read to learn, to participate in communities of readers in school and everyday life, and for enjoyment.”

The design of the PIRLS study focuses mainly on providing results at the system level; it is not intended to report individual student scores.

Besides the reading tests, questionnaire data from school principals, teachers, students and parents are collected and analyzed. This background information is intended for identifying factors or combination of factors that are associated with high levels of reading literacy.

Target population
Fourth grade students. In Qatar, the PIRLS administration is census based. That means that all eligible students in MoE, private Arabic and Independent schools, in 4th grade, participated in the PIRLS 2006 main administration.

Test materials
The PIRLS tests consist of texts that include one realistic story or tale and one informational text - both appropriate for the grade level. The students have to read each of the two texts and answer some questions (both multiple choice and open ended questions) that test the depth of understanding of the students. There are altogether five literary texts and five informational texts which are combined in different variation to produce a total of 13 different booklets. Each booklet contains one literary and one informational text. Students have about 80 minutes of testing time to read and answer question for the two texts.

Importance of PIRLS for Qatar

• The analysis of student performance in PIRLS will inform Qatar about the present reading abilities of Qatari students in 4th grade as well as analyses of sub-groups (e.g. boys vs. girls, differences by school type, etc.).



• PIRLS will provide comparative results of the position of Qatari students in comparison to those of around 40 countries worldwide.



• Since PIRLS is conducted every 5 years, Qatar’s participation in PIRLS 2006 represents a baseline from which the country can track its progress in 4th grade reading performance over time. The Qatari educational reform is expected to lift up students performance in the next 5 years. Thus, the comparison of 2006 and 2011 cycles of PIRLS will present Qatar with an external validation of the impact of its educational reform efforts upon reading comprehension in 4th grade students, in addition to the internal one (QCEA).



• Together with the questionnaire data it will also be possible to identify factors that are related to literacy acquisition, like instructional practices, school resources and encouragement for reading by the family.

By pointing out strengths and weaknesses in reading literacy of Qatari students, decision makers will have additional information about where to focus efforts for improving early reading literacy acquisition.

PIRLS will complement results from the QCEA in Arabic as a subject matter. PIRLS, due to its very specific focus on reading and understanding longer text passages, can offer deeper insights in reading literacy performance of Qatari primary students than annual tests in Arabic as a subject matter.

PIRLS is organized by the International Association for the Evaluation of Educational Achievement (IEA), which is an independent, international cooperative of national research institutions and governmental research agencies in which Qatar is a member. More information about PIRLS is available online at http://pirls.bc.edu.