Pisa Briefing Editted 6 May Rabi

8/10/2019 Pisa Briefing Editted 6 May Rabi

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BAHAGIAN PEMBANGUNAN KURIKULUM

KEMENTERIAN PENDIDIKAN MALAYSIA2014

PISA ReadingLiteracy Workshop



QUIZ

QUIZQUIZ

QUIZ

QUIZ



Quiz Question 1

• What does the acronym PISA stand for?

a) Plan for International Student Assessment

b) Programme for International Student Assessment takes place every three years with a different

focus each year. Last round was 2009 and the focus was reading.

c) Programme for International Schools Assessment



Quiz Question 2

• What three areas do the PISA testsassess?

a) Literacy, numeracy and science.

b) Reading, mathematical literacy and scientificliteracy.

c) Reading, mathematics and ICT.



Quiz Question 3

• What age are the learners when theyparticipate in PISA tests?

a) 15 This age group was chosen as the pupils are nearing the endof their compulsory education

b) 17

c) 12



Quiz Question 4

• How can schools use the data from thePISA tests?

a) To prepare the learners for the globalknowledge economy of the 21 st century.

b) To reveal common patterns among highperforming schools.

c) As a benchmark, to show what is trulypossible in education.

They are all correct!Which do you think is the most important

way data from the PISA survey can be used by schools?



LETS USE A READING

TECHNIQUE



H2

What weK now

whatwe W ant to

know

what weLearned

H ow you canlearn more

KWLH

TOPIC: AWARENESS -BULLYING



H31. SURVEY

2. QUESTION

3. READ

4. RECITE 5. REVIEW

Record all theimportant titles

Write questions

while you read.(Who, What,

When, Where &Why)

Write answersto the questions

from above

3Record keyideas (notes

about thereading

Create asummaryparagraph

review of whatyou have read

SQ3R





BullyingTextPARENTS LACK AWARENESS OF BULLYING

Only one in three parents polled is awareofbullying involving their children, according toanEducation Ministry survey released onWednesday.

The survey, conducted between December 1994and January 1995, involved some 19,000parents,teachers and children at primary, junior andseniorhigh schools where bullying has occurred.

The survey, the first of its kind conductedbythe Ministry, covered students from thefourthgrade up. According to the survey, 22 per centof

Of the parents aware of thebullying, 14 per centto 18 per cent said they had been told ofbullyingby teachers. Only 3 per cent to 4 per cent oftheparents learned of the bullying from their children,

according to the survey.

The survey also found that 42 per cent ofprimaryschool teachers are not aware of bullying aimed attheir students. Theportion of such teachers was 29per cent at junior high schools and 69 per centatsenior high schools.

the primary school children polled said they facebullying, compared with 13 per cent of juniorhighschool children and 4 per cent of senior high schoolstudents.

On the other hand, some 26 per cent of theprimary school children said they have bullied,withthe percentage decreasing to 20 per cent for juniorhigh school children and 6 per cent for seniorhighschool students.

Of those who replied that they have beenbullies,between 39 and 65 per cent said they also havebeen bullied.

The survey indicated that 37 per cent oftheparents of bullied primary school childrenwereaware of bullying targeted at their children. The

figure was 34 per cent for the parents of juniorhigh school children and 18 per cent for thoseofthe senior high schoolstudents.

Asked for the reason behind bullying, about 85per cent of the teachers cited a lack of educationathome. Many parents singled out a lack of a senseof justice and compassion among children asthemain reason.

An Education Ministryofficial said the findingssuggest that parents and teachers should havecloser contact with children to preventbullying.

School bullying became a major issue in Japanafter 13-year-old Kiyoteru Okouchi hangedhimselfin Nishio, Aichi Prefecture, in the fall of 1994,leaving a note saying thatclassmates had repeatedlydunked him in a nearby river andextorted moneyfrom him.

The bullying-suicide promptedthe Education

Ministry to issue a report onbullying in March 1995 urging teachers to order bullies not to cometo school.

H1



LETS LOOK AT THE



Situation TextFormat

Text Type Aspect

Personal Continuous Description Access and

RetrieveEducational Non-

continuousNarration Integrate and

Interpret

Occupational Mixed Exposition Reflect and

EvaluatePublic Multiple Argumentation

Instruction

Transaction



LETS

Identify the text format, situation,text type and aspect for the

article ‘Bullying’.



No. Article Title Domain Response

1. BULLYINGSituation

Text Format

Text Type

Aspect Question2

Question item form:

Aspect/skill tested

Question3

Question item form:

Aspect/Skill tested



No. Article Title Domain Response

1. BULLYINGSituation Public / Educational

Text Format Continuous

Text Type Exposition

Aspect Question2

Question item form:

Open ended

Aspect/skill testedIntegrate and Interpret

Question3

Question item form:MCQ

Aspect/Skill tested

Access and Retrieve



LETS TRY TO ANSWER THE

QUESTIONS NOW



Task 2

The article above appeared in a Japanese newspaper in 1996.Refer to it to answer the questions below.

-QUESTION 2

Why does the article mention the death of Kiyoteru Okouchi?



QUESTION 3

What percentage of teachers at each type of school was not aware that their students were beingbullied? Circle the alternative (A, B, C or D) which best represents this.

A B

Senior High

Junior High

Primary

Senior High

Junior High

Primary

0 20 40 60 80 100 0 20 40 60 80 100

% of teachers unaware of bullying % of teachers unaware of bullying

C D

Senior High Senior High

Junior High Junior High

Primary Primary



• NOW EXCHANGE YOUR ANSWERS

WITH YOUR PARTNER



Question Intent: Developing an Interpretation: linking local and global cohesion

Full credit

Code 1:Relates the bullying-suicide incident to public concern and / or the survey OR refers to the idea thathe death was associated with e x t r e m e bullying. Connection may be explicitly stated or readily

inferred.

To explain why the survey was conducted. To give the background to why people are so concerned about bullying in Japan.. He was a boy who committed suicide because of bullying. To show how far bullying can go. It was an extreme case. He hanged himself and he left a note saying that he was bullied in many

hurtul ways. e.g. bulllies took his money and they also dunked him in a

nearby stream many times. [A description of the extremity of the case.]

This is mentioned because they feel it is important to try and stop bullying and for parents and teacherso keep a close eye on the children because they might do the same thing if it goes on for too long without

help. [A very long winded way of saying that the incident showed how much public awareness neededto be raised.]

No Credit

Code 0:

Vague or inaccurate answer, including that the mention of Kiyoteru Okouchi is sensationalist.

He was a Japanese school boy. There are many cases like this all over the w orld. It ’

s just to grab your attention. Because he was bullied. [Seems to be answering the question, “ why did he commit suicide?”,

not why is it mentioned in the article, so fails to define connection. Not implicit enough.] Because the extent of bullying gone unnoticed. [Can ’ t make sense of it. confuses cause and

effect.]

Code 8: Off tas k.Code 9: Missing.

To answer this question correctly students had to interpret the text.

BULLYING SCORING: Question 2



Question Intent: Developing an Interpretation: recognizing graphical representation of informationgiven in written text.

Full credit

Code 1: Circles A (letter A or graph).

No credit

Code 0: Other responses.

Code 9: Missing.

To answer this question correctly students had to retrieve information.

TEST: SAMPLE QUESTIONS FROMOECD’S PISA ASSESSMENTS - ISBN978-92-64-05080-8 - © OECD2009

BULLYING SCORING: Question 3





What is Coding?

• Coding is when codes are applied to test items, eitherby a more or less automated process of capturing thealternative chosen by the student for a multiplechoice answer.

• A human judge (expert coder) will select a code thatbest captures the kind of response given by a studentto an item that requires a constructed response.

• The code, of either type, is then converted to a scorefor the item.



Scoring

• Scoring is relatively simple with multiple-choiceitems or other closed response format items suchas selecting an item from a list: the student haseither chosen the designated correct answer ornot, so the item is scored as 1 or 0 respectively.

• Partial-credit models require more complexscoring of constructed response items. Someanswers, even though incomplete, are better thanothers.



• Given that incomplete answers indicate ahigher level of reading literacy thaninaccurate or incorrect answers, theyreceive partial credit.

• Such items are then scored polytomously – that is, there is a full credit score, one ormore partial credit scores, and a no creditscore.



POINTS TO PONDER



masterWith guidelines for corporate presentations

• Why do Malaysian learners find PISAdifficult?

• What skills do you need to READ and ANSWER the comprehension questions?



masterWith guidelines for corporate presentations

Why learners might find PISA difficult

• Too much text/reading.• Too much information.• Learners don't know how to answer.

• The questions are long and presented inunfamiliar layouts.

• Learners don't understand the questions.• They give up too easily.• They are afraid to be wrong.





READING STRATEGIES• Skimming

• Scanning• Metacognition• Graphic/ Semantic organizers• Questioning• Summarizing• Speed reading• SQ3R & KWLH are commonly used

methods for teaching reading.



Before Reading the Text (Pre-reading)

• Establish a purpose• Preview or survey the text• Use prior knowledge• Make predictions• Identify new vocabulary



During Reading

• Confirm revise or reject predictions• Create mental images

• Ask questions• Clarify understanding• Connect text to self, world and other texts

• Draw inferences



After Reading

• Summarize and synthesize• Respond to text• Answer questions• Connect text to self, world and other texts



THINK OF A SUITABLESTRATEGY/TECHNIQUE



What are the strategies that you would use if your students are unable to answer these two

questions?

Question Strategy

2.

3.

Task 3





What is HOTS?

• HOTS is defined as ‘The potential to applyknowledge, skills and values for reasoningand reflection in order to solve problems,make decisions, to be innovative andcreative’ (MOE 2013).

• In English Language teaching it refers tothe students’ ability to apply Englishlanguage skills to a variety of morechallenging situations.



Why HOTS?

• HOTS are vital skills to be mastered by allstudents in line with the goals of theNational Philosophy of Education, Vision2020 and the more recent MalaysianEducation Blueprint.

• These skills are vital for all students takingthe PISA assessment.



Bloom’s Revised Taxonomy



Bloom’s Revised Taxonomy Planning Framework

H i g

h e r - o r d e r

t h i n k i n g

Level Actions

Creating

Putting together ideas or elementsto develop an original idea orengage in creative thinking

ConstructingDesigning

Devising Inventing Making Planning Producing

Evaluating

Judging the value of ideas,materials and methods bydeveloping and applying standardsand criteria

Checking

Critiquing

Detecting Experimenting Hypothesizing Judging Monitoring Testing

Analyzing

Breaking information down into itscomponent elements

AttributingComparing Deconstructing Integrating Organizing Outlining Structuring



“A good teacher makes you

think even when you don’twant to.”

(Fisher, 1998, Teaching Thinking)



HIGH ORDER THINKINGQUESTIONS…

• Questions that are embedded into thelesson at certain points during instruction.

• Provide opportunities for students to bechallenged.

• May be used to determine direction ofinstruction.



JUST A NOTE…

• Present your students with at least 3high order thinking questions perlesson.

• This is “proof” that you arepresenting your students withchallenging questions and meetingthe needs of your advancedlearners!



CREATING HOT Q’S

EQUATION:Question Stem

+ What you want them to know ________________________= High Order Thinking Question



EXAMPLE:

Why do you think+ reading makes a knowledgeable leader?

_______________________________= Why do you think reading makes a

knowledgeable leader? (creating)



WHAT’S HOT!

-VS-

WHAT’S NOT!



WHAT’S HOT!!

• How can you evaluate the impactthe signing of the Kyoto Protocolhad on the factories that pollutedthe environment ?

• What is the most important part of

a lesson? Why? Give evidence tosupport.



WHAT’S NOT!!

• What is the Kyoto Protocol?• What are the parts of a

lesson and what are thefunctions of each part?



LETS GET HOTs!!



In pairs, construct a Higher Order Thinking (HOTs) question based on this article. State thequestion’s aspect and prepare the scoring.

Question form:

Question aspect:

Question:

Scoring:

Task 4



Responsibilities Expose students to relevant material andtrain specific skills and strategies neededto prepare them for PISA/ HOTs typeQuestions.

Share information from PISA briefing withother English teachers. Refer to and use PISA Reading Literacy

Guidebook.

SENARAI GURU BAHASA INGGERIS 2014



SENARAI GURU BAHASA INGGERIS 2014

Sekolah: ________________________________ Kod Sekolah: ________________________ PPD/Zon: ___________________

Alamat: ________________________________ No. Tel /Fax: ________________________

Bil. Nama Guru Jantina Email No. HP Opsyen/ BukanOpsyen/ PITO

PengalamanMengajar

Bahasa Inggeris

KelayakanAkademik

Tertinggi

Please send this form to [email protected] upon completion.

All records of teachers are required including non-optionists. Temporary

teachers are not required to do so.

Please include email addresses for future communication.



Further reading/resources• OECD (2012), ‘PISA -Measuring student success around

the world’, You Tube [Online]. Available at:www.youtube.com/watch?v=q1I9tuScLUA

http://www.youtube.com/watch?v=q1I9tuScLUA

http://www.youtube.com/watch?v=q1I9tuScLUA



References• OECD (2009) Take the test: sample questions from OECD’s

Pisa assessments. [Online]. Available at:www.oecd.org/pisa/pisaproducts/pisa2006/41943106.pdf • OECD (2010) PISA 2009 at a Glance . [Online]. Available at:

www.oecd.org/pisa/46660259.pdf

http://www.oecd.org/pisa/pisaproducts/pisa2006/41943106.pdf

http://www.oecd.org/pisa/46660259.pdf

http://www.oecd.org/pisa/46660259.pdf

http://www.oecd.org/pisa/pisaproducts/pisa2006/41943106.pdf



Documents

Pisa Briefing Editted 6 May Rabi