PISA’s proves itself wrong… again.

Filling the pail

A few days ago, I noted PISA’s definition of good teaching (thanks again to @cbokhove for the link to the working paper). Here’s a reminder:

“In its Analytical Framework (OECD, 2013), PISA defines the three dimensions of good teaching as: clear, well-structured classroom management; supportive, student-oriented classroom climate; and cognitive activation with challenging content (Klieme et al, 2009; Baumert et al, 2010; Lipowsky et al, 2009; Kunter et al 2008).”

I then went on to detail the way that PISA’s own measure of student-orientation shows that the greater the level of student-orientation, the worse a country’s PISA maths results. I went on to show that a greater student-orientation also coincides with a greater number of low achievers and fewer high achievers.

It was the PISA “Ten questions…” report that prompted my initial investigation and one chapter of this is about the ‘cognitive activation’ that is also mentioned in PISA’s definition of good teaching. The chapter suggests…

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