Is physical health linked to better learning?

by Tracey Burns
Senior Analyst, Directorate for Education and Skills

Mahatma Gandhi once said: "it is health

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Busting the myth about standardised testing

by Tarek Mostafa
Analyst, Directorate for Education and Skills

Standardised testing has received a bad rap in recent years. Parents and educators argue that too much testing can make students anxious without improving their learning. In particular, standardised tests that could determine a student’s future – entry into a certain education programme or into university, for example – might trigger anxiety and, if conducted too frequently, might lead to poorer performance, absenteeism and lower self-confidence. But are standardised tests really used all that frequently? And do they exacerbate anxiety and undermine performance?

Evidence from PISA dispels these myths.

On average across OECD countries, about one in four 15-year-old students attends a school where mandatory standardised tests are never used, and three in five attend schools where these tests are used only once or twice a year. In 11 countries, including Belgium, Costa Rica, Germany, Slovenia and Spain, more than one in two students are in schools that never assess students with mandatory standardised tests. In contrast, teacher-developed tests and judgemental ratings are used considerably more frequently. On average across OECD countries, nearly one in three students sits teacher-developed tests every month, and about two in five sit these tests more than once a month. In Belgium, Canada, France, the Netherlands, Singapore, Spain and Chinese Taipei, more than 50% of students sit teacher-developed tests more than once a month.

Moreover, contrary to commonly held beliefs, the frequency of tests, as reported by school principals, is not related to the level of test anxiety reported by students. In fact, on average across OECD countries, students who attend schools where they have to sit standardised or teacher-developed tests at least once a month reported similar levels of test anxiety as students who attend schools where assessments are conducted less frequently. One possible explanation is that test anxiety is triggered by aspects of the tests other than their frequency. For instance, the nature or difficulty of the task, the surrounding atmosphere, time constraints, characteristics of the examiner, the mode in which the test is conducted, and the physical setting of the test might influence a student’s psychological attitudes towards the test. All of these factors, in turn, interact with the student’s own ability, self-confidence, motivation, study and test-taking skills, and preparation.

The relationship between performance in science and the frequency with which schools or countries assess students is also weak. On average across OECD countries, students who are assessed with mandatory standardised tests at least once a year score slightly lower in science (by six points) than those who are assessed more frequently, while students who are assessed with teacher-developed tests at least once a month score somewhat higher (by five points) than those who are assessed less frequently. But after accounting for students’ and schools’ socio-economic profile, these associations are not significant.

The findings also show that students’ school experience have a stronger relationship with their likelihood of feeling anxious than the frequency with which they are assessed. PISA shows that students reported less anxiety when their teachers provide more support or adapt the lessons to their needs. In contrast, students reported greater anxiety when they feel that their teachers treat them unfairly, such as by grading them harder than other students, or when they have the impression that their teachers think they are less smart than they are.

In a nutshell, when it comes to standardised tests the evidence from PISA is clear: The negative influence these tests have on schoolwork-related anxiety is a myth, and the bad rap they have received in recent years is unwarranted. Standardised and teacher-developed tests play an important role in monitoring student performance and academic progress. They do not exacerbate anxiety, especially when students perceive that their teachers treat them fairly, and help them build their self-confidence.

Links
The Programme for International Student Assessment (PISA)
PISA in Focus No. 79 - Is too much testing bad for student performance and well-being?
PISA 2015 Results (Volume II) - Policies and Practices for Successful Schools
PISA 2015 Results (Volume III) - Students' Well-Being

Follow the conversation on Twitter: #OECDPISA

Image source: @Shutterstock

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Education reform in Wales: A national mission

by Kirsty Williams AM
Cabinet Secretary for Education, Welsh Government

It’s an exciting time for education in Wales.

This was noted by the OECD earlier this year, when it recognised that government and sector are working closely together with a commitment to improvements that are “visible at all levels of the education system”.

This week, as Wales’s Education Secretary, I published our new action plan for the next four years. Entitled ‘Education in Wales: Our national mission’, it builds on the strong foundations already in place in our system. But we are setting the bar even higher, ambitious as we are in our expectations for our young people, for our teaching profession and for our nation.

As a relatively small country and a still-young democracy, we have too often seen these as challenges rather than opportunities. Through the OECD, we have had the opportunity to learn more about other systems and their reform journeys.

It is true that no two countries or systems are the same. However, as a bilingual system committed to both equity and excellence, we are not only learning from others, but our innovative approach is in fact attracting international attention. And Wales will remain open to ideas, visits and co-operation!

It is our approach to curriculum reform, within a reformed system, that is often of most interest. Work is well underway on this, led by a group of pioneer schools who are working in partnership with government, regional education consortia, international experts, universities, business and third sector, and right across the education profession. It is not the product of secret meetings in some Government back-office.

The OECD said in its recent review: “To support the realisation of its education objectives and ultimately its vision of the Welsh learner, Wales should continue its curriculum reform… ensuring that its reform journey is comprehensive and effective.”

Therefore, as we continue with our reforms, we will bring a renewed focus to four key ‘enabling’ objectives.

Education in Wales

Firstly, ensuring a high-quality education profession. We will support teachers in being lifelong professional learners through new standards, a national approach and reformed initial teacher education.

Secondly, identifying and inspiring leaders to raise standards. We need to address a previous lack of emphasis on leadership. Therefore we will establish a national leadership academy, reduce bureaucracy through business managers and improved communication and co-operation, and revise the qualification for school leaders.

Thirdly, ensure that our schools are inclusive, dedicated to excellence, equity and well-being. We will extend our targeted support for learners from disadvantaged backgrounds, provide dedicated support for our ‘more able’ learners, and be innovative in identifying and measuring well-being alongside attainment.

And fourthly, improved assessment, evaluation and accountability within a self-improving system. We will be consistent and clear about the things we wish to value and measure through a new annual national education report and report card, formative assessments and a new assessment & evaluation framework that focuses on improvement all levels.

The OECD report and advice was unambiguous: hold our nerve, stay the course, but do more to communicate, clarify and ensure coherence in our programme. Focus on leadership in delivering a much-needed new curriculum in a timely manner.

‘Education in Wales: Our national mission’ responds to those recommendations and sets out our collective responsibility to raise standards, reduce the attainment gap and deliver a system that is a source of genuine national pride and public confidence.

Links
Education in Wales: Our national mission
The Welsh education reform journey: A rapid policy assessment (OECD)
Curriculum for Wales blog

Follow the conversation on Twitter: #EducationMissionWales

Photo credits: Welsh Government Education

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Learning in school as a social activity

by Mario Piacentini
Analyst, OECD Directorate for Education and Skills

What do 15-year-old students really need from school and what can school give them for their personal growth? The third volume of PISA 2015 results on students' well-being shows how important it is that education helps them develop not only knowledge and cognitive skills, but also the social and emotional competencies and resilience to thrive in the face of present and future challenges. Schools can attend to these needs, and making schools happy and caring communities is a feasible and worthwhile pursuit.

Happy schools are places where children feel challenged but competent, where they work hard but enjoy it, where social relationships are rewarding and respectful, and where academic achievement is the product but not the sole objective. Creating happy schools is the joint responsibility of teachers, parents and students.

All of us have memories of at least one teacher who made a difference in our life. My first teacher in elementary school not only taught me everything I wished to know about ancient Egypt; he also helped me to overcome some of my shyness and find my own way to express myself, in personal relationships as in writing. Emanuele, my teacher, used to hide short personal messages in our notebooks, and from these messages we all knew that he cared about us. My other good teachers had very different personalities and taught in very different ways, but all had one thing in common: they established good personal connections with students. If not every single student felt inspired in the same way, the class, as a community, was on the teachers’ side and willing to learn from them. And perhaps this is the main reason why these teachers looked so passionate and seemed so confident about their work.

The data from the latest PISA report confirm something that might sound obvious but whose implications are often underestimated: teachers educate for life, and their work is more effective if they can establish rewarding relationships with students. For example, PISA data show that students' anxiety related to school assignments and tests is a big issue in all countries, and that this anxiety is negatively associated with students' achievement and their perceptions of the quality of their life. On average across OECD countries, around 64% of girls and 47% of boys reported that they feel very anxious even if they are well prepared for a test.

Students who perceive that their teacher provides individual help when they are struggling were less likely to report feeling tense or anxious. By contrast, students were about 60% more likely to report that they feel very tense when studying if they perceive that their teacher thinks they are less smart than they really are. These data do not imply that teachers are not doing their job well. Rather, they confirm that teaching for the development of the "whole child" is a very difficult job. It requires that the school's objectives and how to achieve them are clearly understood and bought-into by everyone – the whole school staff, parents and students. It also demands that education policy acknowledges and supports the efforts of school communities to build positive learning environments.

Positive relationships with parents are another form of social support that enables adolescents to cope with stressful life situations and thrive. PISA 2015 data show that the majority of students in all countries feel that they can rely on their parents if they have difficulties at school. But those students who do not perceive this type of support from their parents, or do not spend time just talking with their parents, are more likely to feel isolated and disengaged from school.

Parents can find in teachers important partners for their children's education. Close communication between teachers and parents is essential for conveying consistent messages and supporting children and adolescents in all contexts. For this collaboration to happen, it is important that schools find ways to encourage all parents to participate in school life, particularly those from disadvantaged backgrounds.

Teachers, school leaders and parents who work together can also reduce the incidence and consequences of the most dangerous threat to students' happiness: bullying. PISA 2015 shows that, in many countries, verbal and psychological bullying occurs frequently, with possibly devastating consequences on the present and future lives of too many children. On average across OECD countries, around 11% of students reported that they are frequently (at least a few times per month) made fun of, 8% reported that they are frequently the object of nasty rumours in school, and 7% reported that they are frequently left out of things. On average across OECD countries, around 4% of students reported that they are hit or pushed at least a few times per month, although this percentage varies from around 1% to 9.5% across countries.

PISA does not provide simple answers to what schools, teachers and parents should do to end bullying and improve the quality of life at school. Nor does it establish a ranking of countries regarding students' well-being. This new report gives a snapshot of the life 15-year-old students around the world are living. The large differences in how students – even within the same country – describe their life send the message that well-being is not just about personality and culture, it is also about life experiences at school that teachers and students can improve, together. Learning is a social activity; let's make it work.

Links

PISA in Focus No. 71: Are students happy?
PISA 2015 Results (Volume III): Students' Well-Being
Programme for International Student Assessment (PISA)
PISA 2015 Results (Volume I): Excellence and Equity in Education
PISA 2015 Results (Volume II): Policies and Practices for Successful Schools

Join us on Edmodo

Photo credit: Programme for International Student Assessment (PISA)

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Long-term wellbeing of European societies is at stake

By Natália Mazotte
Freelance Journalist, SGI News

Child and youth opportunities

Children and young people are among the biggest losers in the European economic and debt crisis. What do the staggering numbers in youth unemployment and child poverty in Europe mean for the future of this generation – and the continent as a whole?

While Europe continues to struggle to leave the legacy of the financial crisis behind, an entire generation is feeling the effects of the economic fallout most directly. The remarkable increase in youth unemployment since 2008 is perhaps the most disturbing sign of this scenario. In over a dozen European economies, youth unemployment remains today above 20%, and more than one in three unemployed young people have been looking for work for more than a year, according to the Global Employment Trends for Youth.

If you live in Spain or Greece, are between 15 and 24 years of age, and look for work, you are just as likely to be unemployed as to enjoy the privilege of a work contract. The situation does not improve much in other EU countries, where unemployment rates among young people grew from about 15% in 2008, before the crisis, to 22.2% in 2014, affecting 5.3 million young people. 7.5 million Europeans between 15 and 24 are not in employment, education or training. As such, these young people have dropped off the radar of their country’s education, social and labour market systems, as underlined in the OECD 2015 Skills Outlook on Youth, Skills and Employability.

In the crisis-battered southern European countries, life opportunities have declined while the risk of poverty among children and youth has increased since 2007/08, according to the latest EU Social Justice Index of the Bertelsmann Stiftung.

The study contains dramatic numbers, such as 35.8% – more than one third – of children and youth today who are at risk of poverty and social exclusion in Spain. The rate is 31.7% in Portugal. In Greece, it stands at 36.7%, while the share of children living under conditions of severe material deprivation has more than doubled from 9.7% in 2007 to 23.2% in 2014.

Poor labor market and economic deprivation foster mistrust in political institutions

In a study published in 2011, David N. F. Bell and David Blanchflower show that long-term youth inactivity leaves a heritage of reduced lifetime earnings, a large risk of future periods of unemployment and a high likelihood of precarious employment, and it results in poorer health and well-being and lower job satisfaction more than twenty years later.

Additionally, this situation impacts the political scene, where young Europeans appear highly skeptical that those in power are able to address their needs. The shakiness of the labor market and the threat of economic deprivation and social exclusion are all contributing to a growing mistrust of institutionalised politics. Displeasure and frustration are the driving forces behind new forms of political participation, such as Los Indignados, a grassroots protest movement that has grown into the Podemos political party, which won over 20% of the votes in the Spanish general elections last December.

No wonder then that leaders and European institutions consider this one of the most important issues to tackle. In France, where youth unemployment is at a distressing 25.1%, the government recently unveiled new plans, to train young jobseekers and encourage job creation. The same objectives are integrated in the Europe 2020 strategy.

Although the scenario is grim for most EU countries, some of them have managed to go against this trend. Countries such as Germany and the Netherlands remained under 12% youth unemployment in 2015. According to Alain Dehaze, head of the world's largest recruitment company, this is because those countries are better at blending formal education, apprenticeships, work and international experience.

The EU Social Justice Index points out that in Europe as a whole “governments must seek to improve vocational training, reduce the number of early school leavers and improve the transition from the education system to the labor market.“

Poverty is a vicious circle

Whereas young people face hardships transitioning to independence and adulthood in a post-crisis economic context, children are among the biggest losers in countries where the recession has hit hardest.

The most recent Innocenti Report Cards, a UNICEF publication devoted to the living conditions and well-being of children in economically advanced countries, reveals a strong correlation between the extent to which the recession ravaged national economies and the decline in child well-being since 2008.

Some 1.6 million more children were living in severe material deprivation in 2012 (11.1 million) than in 2008 (9.5 million) in 30 European countries. The largest increase in child poverty has been in southern Europe – in Greece, Italy and Spain – as well as in Croatia.

According to the study, children from families who have experienced difficulty remaining in the labor market and satisfying their most basic material and educational needs suffer the stress directly. “Poverty is a self-reinforcing cycle. A child with unemployed parents may do less well at school. Doing less well at school may bring more stress at home. And so on. The longer a child is locked in the cycle, the fewer the possibilities of escape,” the report says.

The EU Social Justice Index does not present a more comforting picture but it highlights some of the ways which can reduce child poverty in Europe: governments should set priorities so that those disadvantaged in society “receive targeted support through a functioning tax and transfer system (e.g., effective child benefit and allowance schemes, housing benefits).” However, “combating poverty is not only a question of monetary support, it also depends on sound policies in other areas, such as education and employment,” the experts warn.

Measures to reverse the deterioration of children’s quality of life are urgently needed to avoid highly disturbing future prospects, not only for this generation, but also for Europe as a whole.

Links:
OECD Skills Outlook 2015: Youth, Skills and Employability
Europe 2020 strategy
EU Social Justice Index
UNICEF Innocenti Report Cards
Global Employment Trends for Youth 2015: Youth employment crisis easing but far from over
Graph source: @ BertelsmannStiftung

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