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Dossey, John; Hartig, Johannes; Klieme, Eckhard; Wu, M.:

Problem solving for tomorrow's world.
First measures of cross-curricular competencies from PISA 2003.

Paris : OECD (2003) , 158 S.

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Problemlösen, Leistungsmessung, Schülerleistung, Kompetenz, PISA, Itemanalyse, Soziale Herkunft, Geschlechtsunterschied, Vergleichen, Australien, Österreich, Belgien, Kanada, Tschechische Republik, Dänemark, Finnland, Frankreich, Deutschland, Griechenland, Ungarn, Island, Irland, Italien, Japan, Korea, Luxemburg, Mexiko, Neuseeland, Norwegen, Polen, Portugal, Spanien, Schweden, Schweiz, Vereinigtes Königreich, Vereinigte Staaten

How can countries rise their performance in [the] increasingly important competency area [of problem solving] and what can countries with lower performance levels learn from those where students do well? This report seeks to answe r such questions. ... The collection of data concerning students' problem-solving skills as part of PISA 2003 was undertaken because the OECD countries attach great importance to how far students' capabilities in reading, mathemat ics and science are matched by an overall capability to solve problems in real-life situations beyond the specific context of school subject areas. To address this, the OECD countries established a framework and assessment instrum ents to evaluate students' capacities to: identify problems in cross-curricular settings, identify relevant information or constraints, represent possible alternatives or solution paths, select solution strategies, solve problems, check or reflect on the solutions, communicate the results. ... The report provides an in depth examination of the results on the performance of students in the 41 countries participating in PISA 2003 on the items for problem sol ving. The following four chapters provide detailed analysis of the data, their meaning and their implications. ... Chapter 2 describes the criteria used to assess it, and reports overall country performance. Chapter 3 compares stu dent performance in problem solving to their performance in other PISA assessment areas. Chapter 4 looks in more detail at how students responded to individual items. Chapter 5 analyses how student competencies in problem solving relate to gender and family background. (DIPF/Orig.)

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