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What does PISA assess? Page 1/25 Antoine Bodin 11/11/05 What does PISA really assess? What it doesn't? A French view1 Antoine Bodin2 IREM de Franche-Comté Joint Finnish-French Conference « Teaching mathematics: beyond the PISA survey » Paris 6 - 8 octobre 2005 1. Summary ..................................................................................................................................................... 2 2. Introduction ................................................................................................................................................ 2 3. Intended and implemented PISA assessment focus ............................................................................. 3 4. A comparison of the PISA mathematics item content with the current French mathematical syllabus. ............................................................................................................................................................... 4 5. A comparison of the PISA mathematics item content with some French examination and assessment settings at 15 years old.................................................................................................................. 4 5.1. Comparison with the grade 9 national examination............................................................................................ 4 5.2. The EVAPM studies. ............................................................................................................................................ 5 5.3. Comparison of cognitive demands. ...................................................................................................................... 5 5.4. Comparison of implied range of competencies ................................................................................................... 6 6. Towards some epistemological analyse .................................................................................................. 8 6.1. About Finland and France differences ................................................................................................................. 8 6.2. Mathematics ?........................................................................................................................................................ 8 6.3. The Apples example.............................................................................................................................................. 9 6.4. The bookshelves example................................................................................................................................... 11 7. Toward some didactical analysis ........................................................................................................... 12 7.1. The coloured candies question ........................................................................................................................... 13 8. Preliminary conclusion ........................................................................................................................... 14 Annexe 1 : Taxonomy of cognitive demands for designing and analysing mathematical tasks - ordered by integrated level of complexity ................................................................................................... 17 Annexe 2 : Competency classes for designing and analysing mathematical tasks - ordered by integrated level of complexity ........................................................................................................................ 18 Annexe 3: PISA 2003 and 2000 –Analysed Question Set .......................................................................... 19 Annexe 4 : A typical mathematical examination at middle school end.

- curriculum
- pisa mathematics
- french mathematical
- cognitive demands
- attendus du curriculum mathématique et de la culture scolaire
- finnish-french conference
- evapm studies
- recouvrement par pisa

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Publié par | apmep |

Nombre de visites sur la page | 58 |

Langue | English |

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