The document discusses the PISA Global Competence Framework and assessment. Key points:
- PISA tests 15-year-olds in over 80 countries every 3 years on math, science, reading and problem-solving. It also assesses students' well-being, motivation, and schools.
- The framework defines global competence as having knowledge of global issues, openness to other cultures, ability to communicate across cultures, and willingness to take action on global issues.
- The 2018 PISA will assess global competence through a cognitive test of students' understanding of global issues and questionnaire on attitudes, skills and school activities. It aims to evaluate if education is preparing youth for a globally interconnected world.
Preparing our youth for an inclusive and sustainable world (PISA Global Competence Framework)
1. Preparing our youth for an
inclusive and sustainable world
PISA Global Competence Framework
Andreas Schleicher and
Mario Piacentini
OECD Directorate for Education and Skills
2. PISA in brief
Every three years since 2000, over half a million students…
- representing 15-year-olds in now over 80 countries
… take an internationally agreed 2-hour test…
- that goes beyond whether students can reproduce what they were taught to assess students’
capacity to extrapolate from what they know and creatively use and apply their knowledge
- Each assessment includes mathematics, science and reading
- Innovative focus: Problem-solving, collaborative problem-solving, global competence
… and respond to questions on…
- their personal background, their schools, their well-being and their motivation
Teachers, principals, parents and system leaders provide data on:
- school policies, practices, resources and institutional factors
that help explain performance differences
3.
4. Creating new value connotes
processes of creating, making,
bringing into being and formulating;
and outcomes that are innovative,
fresh and original, contributing
something of intrinsic positive worth.
The constructs that underpin the
competence are imagination,
inquisitiveness, persistence,
collaboration and self-discipline.
In a structurally imbalanced world,
the imperative of reconciling diverse
perspectives and interests, in local
settings with sometimes global
implications, will require young
people to become adept in handling
tensions, dilemmas and trade-offs.
Underlying constructs are empathy,
adaptability, trust.
Dealing with novelty, change,
diversity and ambiguity assumes that
individuals can ‘think for themselves’.
This suggests a sense of responsibility,
and moral and intellectual maturity,
with which a person can reflect upon
and evaluate their actions in the light
of their experiences and personal and
societal goals; what they have been
taught and told; and what is right or
wrong
6. PISA 2015
OECD
Partners
Environmental
degradation
Climate change
Migration
Middle class
Polarisation
of societies
Renewable energy
Loss of
biodiversity
Water and food
shortages
Natural
disasters
Financial
crises
Nationalism
Democratisation
Multinational
companies
Harmonization
of values
Interdependent
markets
Trade
openness
Emerging
economies
Poverty
Ageing
Radicalisation
Tourism
Inequality
International
governance
Global
integration
7. PISA 2015
OECD
Partners
Environmental
degradation
Climate change
Migration
Middle class
Polarisation
of societies
Renewable energy
Loss of
biodiversity
Water and food
shortages
Natural
disasters
Financial
crises
Nationalism
Democratisation
Multinational
companies
Harmonization
of values
Interdependent
markets
Trade
openness
Emerging
economies
Poverty
Ageing
Radicalisation
Tourism
Inequality
International
governance
Global
integration
Contemporary societies call for complex forms
of belonging and citizenship where individuals
must interact with distant regions, people and
ideas while also deepening their
understanding of their local environment and
the diversity within their own communities.
Effective communication and appropriate
behavior within diverse teams are keys to
success in many jobs, and will remain so as
technology makes it easier for people to connect
8. • Are students able to critically examine contemporary issues of local,
global and intercultural significance?
• Do students understand and appreciate multiple cultural perspectives
(including their own)?
• Are students prepared to interact respectfully across cultural differences?
• Do students care about the world and take action to make a positive
difference?
• What inequalities exist in access to education for global competence
between and within countries?
• What approaches to multicultural, intercultural and global education are
commonly used in school systems worldwide?
• How are teachers being prepared to develop students’ global
competence?
Key questions for the PISA 2018 assessment
9. • The first place where children encounter the diversity of society
• Provide students with opportunities to learn about global
developments that affect the world and their own lives
• Teach students to develop a fact-based and critical worldview
• Equip students with an appreciation of other cultures and an
awareness of their own cultural identities
• Engage students in experiences that facilitate international and
intercultural relations
• Promote the value of diversity, which in turn encourages
sensitivity, respect and appreciation
A role for schools
11. PISA’s definition of global competence
Effectively combining knowledge
and critical reasoning in order to
establish an informed opinion on a
global or intercultural issue.
Material, social and
subjective aspects of
culture
Requires higher order thinking
skills such as selecting and
weighing appropriate evidence,
as well as media literacy.
Globally competent students can draw on
and combine the disciplinary knowledge and
modes of thinking acquired in schools to ask
questions, analyse data and arguments,
explain phenomena, and develop a position
concerning a local, global or cultural issue
e.g. history course about industrialisation in
the developing world
12. PISA’s definition of global competence
Willingness and capability to
understand global issues, and
others’ perspectives and behaviours
from multiple points of view.
Recognising that perspectives and
behaviours – including one’s own –
are inherently shaped by various
influences and concepts of reality
Globally competent students can
retain their cultural identity but are
simultaneously aware of the cultural
values and beliefs of people around
them, they examine the origins and
implications of others’ and their own
assumptions
e.g. student noticing culturally-related behaviour
13. PISA’s definition of global competence
Understanding the cultural norms
of different contexts and adapting
behaviour and communication
accordingly
The capacity to interact with others in
ways that are open (i.e. with sensitivity
and engagement), appropriate (i.e.
respectful) and effective.
Globally competent students create
opportunities to take informed, reflective
action and have their voices heard
e.g. effective collaboration with students
in other countries
14. PISA’s definition of global competence
Readiness to respond to a given
local, global or intercultural issue.
Being ready and willing to take
informed, reflective action and an
engagement to improve living
conditions in one’s own
communities and beyond.
16. PISA’s definition of global competence
Knowledge of global issues and
intercultural issues
Content domains:
• Culture and intercultural relations
(as students engage in learning about other cultures
they recognise multiple, complex identities and
avoid categorising people through single markers)
• Socio-economic development and
interdependence
• Environmental sustainability
• Global institutions, conflicts and
human rights
Integrating global and intercultural issues into the curriculum
- Many countries already integrating global competence into
their curricula: through incorporating global competence content-
knowledge in existing subjects or through specific courses
- All subjects can integrate global competence: local, global and
intercultural issues cut across all education levels and all academic
disciplines
- Teachers need preparation: have clear ideas about the global
and intercultural issues they wish to address, carefully and
collaboratively plan the curriculum across grades and develop the
confidence to do so systematically.
17. PISA’s definition of global competence
Global competence builds on specific
cognitive and socio-emotional skills,
including
• Reasoning with information
• Communication in intercultural
contexts
• Perspective-taking (the cognitive and social
skills to understand how other people think and feel)
• Conflict resolution
• Adaptability
Pedagogies for promoting global competence
• Group-based co-operative project work: topic- or theme-
based tasks in which students must work, learn and evaluate
progress together
• Organised discussions: a guided discussion, in response to a
stimuli, in which students present evidence, comment and
express their views
• Structured debates: students are given instructions to join a
team either supporting or opposing a polemic point of view
• Service learning: learners participate in organised activities
strongly linked to what they have learnt in the classroom and in
ways that can benefit their communities. Afterwards, students
critically reflect on their experiences to enhance their
understanding and sense of role in the community.
18. PISA’s definition of global competence
Openness towards people
from other cultural backgrounds
Respect for cultural differences
Global-mindedness
“A worldview in which one sees
oneself as connected to the world
community and feels a sense of
responsibility for its members”
19. PISA’s definition of global competence
Values go beyond attitudes as they
transcend specific objects or
situations
People use them consciously and
unconsciously as reference for
judgements
• Human dignity
• Cultural diversity
Teaching attitudes and values related to global competence
- Mainstreaming the principle of respect for human dignity and for
cultural diversity across all subjects
- Using multi-ethnic, multi-cultural examples
- Emphasising the contributions of people from different ethnic
groups to collective knowledge and quality of life
- Cultivating a teaching and whole-school environment that
encompasses the values of global competence
- Giving educators access to continual professional development so that
they feel able to handle difficult conversations on ethics and
discrimination, can take into account the diversity of learners’ needs,
and have a command of basic methods and techniques of observation,
listening and intercultural communication
22. Cognitive test
• A test of “global
understanding ”:
background knowledge +
cognitive skills necessary
to successfully navigate
global and intercultural
issues
Questionnaire
• Students: self-reported
data on the other
components of global
competence (e.g.
openness, adaptability)
• Principals and teachers:
self-reported data on
activities related to global
and intercultural
education
The PISA instruments
23. Cognitive test
• A test of “global
understanding ”:
background knowledge +
cognitive skills necessary
to successfully navigate
global and intercultural
issues
Questionnaire
• Students: self-reported
data on the other
components of global
competence (e.g.
openness, adaptability)
• Principals and teachers:
self-reported data on
activities related to global
and intercultural
education
The PISA instruments
• Can be objectively scored in
a cross-culturally valid way
• Yield results that can be
interpreted in educational
policy terms
24. Cognitive test
• A test of “global
understanding ”:
background knowledge +
cognitive skills necessary
to successfully navigate
global and intercultural
issues
Questionnaire
• Students: self-reported
data on the other
components of global
competence (e.g.
openness, adaptability)
• Principals and teachers:
self-reported data on
activities related to global
and intercultural
education
The PISA instruments
• Self-reported data on attitudes and
social skills from the questionnaire will
not be used to position countries and
students on a scale.
• They will be used to analyse the
relationships between the cognitive and
behavioural elements of global
competence
• Also used to explore how school
activities, approaches and environment
relate to the students performance on
the test, and on students’ self-reported
knowledge, attitudes and skills
26. “Global Understanding”
Misconceptions, prejudice and stereotypes
can occur from a lack of information
Once formulated, initial and deeply-held
beliefs are difficult to change
Yet access to information about the world and other cultures is not
enough to ensure global understanding
Oversimplification of complex knowledge, a lack of new knowledge
or experiences or lack of deeper reflection misconceptions
Cognitive skills = necessary
to find meaning and
connections, to understand
different views, to make
conclusions and anticipate
consequences of action
29. 1. Evaluate evidence and explain issues
The student takes the
information at face value
without considering
contextual factors.
The student considers
contextual factors to
assess the reliability of a
source. He/she can detect
clear biases and
inconsistencies, but shows
a rather limited view of
reliability.
The student understands
perspectives as intrinsic to
sources. He/she can
distinguish the
communicative intentions
of sources and claims
(facts, opinions,
propaganda). He/she can
take into account stated
and unstated premises in a
statement about global or
intercultural issues,
evaluate whether the
assumptions or premises
are reasonable or well-
grounded in evidence.
Example: Selecting sources:
Weighing their reliability and relevance
30. The student has a simplistic
view of perspectives: one
person, one perspective
The student sees differences
in perspectives as rooted in
cultural, religious, socio-
economic, regional and
other backgrounds. He/she
recognises that they also
hold a particular worldview.
The student can describe
and interpret multiple
perspectives, and articulate
relationships among them.
He/she also understands
that an individual’s identity
is complex (e.g. one can
hold simultaneous
identities).
The student recognises that
he/she also holds a
particular worldview.
2. Identify and analyse multiple perspectives and world views
Example: Recognising perspectives
and world views
31. 3. Understand differences in communication
The student lacks
awareness of the social
impact and effects on
others of different
communication styles.
The student understands
some of the social impact
of different
communication styles,
including how linguistic
choices may result in a
breakdown of
communication.
The student can
anticipate and manage
breakdowns in
communication.
He/she can employ
linguistic devices such as
avoiding categorical
claims, providing re-
statements, connecting
to what others said,
sharing questions and
puzzles, acknowledging
contributions.
Example: Understanding the norms
of respectful dialogue
32. 4. Evaluate actions and consequences
When evaluating
complex issues, the
student considers one
course of action as
obvious and
unproblematic (e.g.
“close all polluting
factories”).
The student understands
that multiple courses of
action are possible to
address complex
issues/situations. He/she
can identify directions for
future investigations if the
available evidence is not
sufficient for reaching
conclusions.
The student
demonstrates an ability
to identify and evaluate
different courses of
action to solve an
issue/situation. He/she
weighs these actions
against one another, for
example, by looking at
precedents, considering
and evaluating available
evidence and assessing
the conditions that may
make actions possible.
Example: Considering
actions
33. A typical unit of the cognitive test
• Scenarios
• Depict real-life situations, in the form of case studies,
from which various tasks (test items) are derived
• Focus on issues and situations where different
perspectives exist, and give voice to these different
perspectives.
• Categorised by: content domain, context and complexity.
Four content domains (i.e. topic of the scenario) that can be considered
relevant for all students. Each domain can be further split into several specific
sub-domains.
Content Domain 1: Culture and intercultural relations
Content Domain 2: Socio-economic development and interdependence
Content Domain 3: Environmental sustainability
Content Domain 4: Institutions, conflicts and human rights
Personal context (situations relating to the self, family and peer groups)
Local context (wider social networks, the neighbourhood, city or country)
Global context (life across the world)
Complexity refers to the scenario’s requirements
in terms of:
Domain-specific knowledge
General knowledge (ability to decipher text and
language)
34. Example of scenario #1
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Deviation from
mean
Global temperature
In her science class, Mei reads a research article that
was featured in the daily press. The author of the article
uses the following graph to argue that popular claims
about a rise in global temperatures are not supported
by the data. In fact, global temperatures were lower in
2011 and 2012 than in 2008 and 2009.
Classification
• Content:
Environmental
sustainability
• Context: Global
• Complexity of
background
knowledge:
Medium
35. In a YouTube video that reached over 2 million
visualizations, Renata Flores sings in Quechua, her
native tongue, to Michael Jackson's "The Way You
Make Me Feel” against the backdrop of ancient Inca
ruins. Renata is an activist in a project called ‘The
youth, we speak Quechua too”.
Example of scenario #2
Classification
• Content:
Culture and
intercultural
relations
• Context: Local
• Complexity of
background
knowledge:
Medium
36. A typical unit of the cognitive test
• Scenarios
• Depict real-life situations, in the form of case studies,
from which various tasks (test items) are derived
• Focus on issues and situations where different
perspectives exist, and give voice to these different
perspectives.
• Categorised by: content domain, context, complexity &
format
• Test items
• Any individual task that students’ perform in relation to
a given scenario.
• The response format of test items can be either open-
or closed-response questions.
• Categorised by: cognitive process assessed
Many different types of tasks can be used in order to assess students’
level of proficiency in each of the four interrelated cognitive
processes .
Students may be asked to:
- Select the most reliable source among different options;
- Evaluate whether a statement is based on evidence;
- Choose among possible explanations for an issue;
- Identify stereotypes, generalizations & insensitive language;
- Analyse contextual and cultural drivers of different perspectives;
- Select among possible actions for solving a problem
37. Example of test item for scenario #1
Mei's teacher asks the class to have a look at another
chart she produced from the same source of data in the
article.
Classification
• Cognitive
process:
Evaluate
information,
formulate
arguments and
explain
complex
situations
(sub-category:
weighing
sources)
-0.6
-0.5
-0.4
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
0.4
0.5
1880
1884
1888
1892
1896
1900
1904
1908
1912
1916
1920
1924
1928
1932
1936
1940
1944
1948
1952
1956
1960
1964
1968
1972
1976
1980
1984
1988
1992
Global temperatureDeviation
from mean
Question: What can you infer about the validity of the
article's claim by comparing the two charts?
38. Question 1: What messages do you think
Renata is trying to convey?
Classification
• Cognitive process:
Identify and analyse
multiple perspectives
(sub-category:
recognising perspectives
and contexts)
Example of test items for scenario #2
40. The student questionnaire on Global Competence will provide:
1. Self-reported data on the knowledge, skills and attitudes:
Features of the student questionnaire
Knowledge
• Awareness of global issues
(e.g. climate change,
inequality)
• Awareness of intercultural
communication
Skills
• Proficiency in and study of
foreign languages
• Adaptability to different
cultural environments
• Perspective-taking
Attitudes
• Openness towards others (e.g.
attitudes towards migration)
• Interest in learning about
other cultures
• Global-mindedness
41. Example items in the student questionnaire: Openness towards others
How well does each of the following statements below describe you?
Very much like me Mostly like me Somewhat like me Not much like me Not at all like me
I want to learn how people live in different countries.
01 02 03 04 05
I want to learn more about the religions of the world.
01 02 03 04 05
I am interested in how people from various cultures see
the world. 01 02 03 04 05
I am interested in finding out about the traditions of other
cultures. 01 02 03 04 05
42. The student questionnaire on Global Competence will provide:
1. Self-reported data on the knowledge, skills and attitudes not assessed in the cognitive test:
Features of the student questionnaire
Knowledge
• Awareness of global issues
(e.g. climate change,
inequality)
• Awareness of intercultural
communication
Skills
• Proficiency in and study of
foreign languages
• Adaptability to different
cultural environments
• Perspective-taking
Attitudes
• Openness towards others (e.g.
attitudes towards migration)
• Interest in learning about
other cultures
• Global-mindedness
2. Information on opportunities students have at school to learn about
global issues and other cultures.
3. Information on students’ participation in activities to solve global issues
out of school (e.g. volunteering, eco-friendly habits…)
43. Example item in student questionnaire: Activities related to global
competence
Do you learn the following at school?
Yes No
I learn about the interconnectedness of countries’ economies.
01 02
I learn how to solve conflicts with other people in our classrooms.
01 02
I learn about different cultures.
01 02
We read newspapers, look for news on the internet or watch the news together
during classes. 01 02
I am often invited by my teachers to give my personal opinion about international
news. 01 02
I participate in events celebrating cultural diversity throughout the school year.
01 02
44. These questionnaires provide information about:
• Teachers’ beliefs about diversity and inclusion policies at school
• Curriculum coverage of global issues (e.g. climate change, conflicts)
• Curriculum coverage of the histories and cultures (e.g. beliefs, norms, values,
customs, or arts) of diverse groups
• Schools’ activities for multicultural learning (e.g. cultural events, exchange
programmes)
• Teachers’ practices facilitating interactions and peer-to-peer learning between
diverse students
• School policies to facilitate the integration of foreign-born students and non-native
speakers
• Teachers’ professional experience and training in intercultural communication and
teaching multicultural classes
• Teachers’ self-efficacy in multicultural environments
Features of the school and teacher questionnaires
45. Do the following statements reflect your education and training as a teacher?
Yes No
Have you received training on intercultural communication? 01 02
Have you received training on conflict resolution strategies? 01 02
Have you received training on the role education can play in confronting discrimination in all its forms? 01 02
Have you studied culturally-responsive teaching approaches and techniques? 01 02
Have you received training on issues related to teaching in multi-cultural classrooms? 01 02
Example items in the teacher questionnaire: Intercultural training
46. Example items in the teacher questionnaire: Self-efficacy in multicultural
environments
How do you judge your own competence to teach in a class with a high degree of cultural and
ethnic diversity?
Strongly
disagree
Disagree Agree
Strongly
agree
I can cope with the challenges of a multicultural classroom.
01 02 03 04
I can adapt my teaching to the cultural diversity of students.
01 02 03 04
I can take care that students with and without migrant background work together.
01 02 03 04
I can raise awareness for cultural differences amongst the students.
01 02 03 04
I can contribute to reducing ethnic stereotypes between the students.
01 02 03 04
47. • Data for participating countries collected during 2018.
• Data available for analysis at the OECD around June
2019.
• International report published and all data available for
more analysis around February 2020.
Next steps
48. Find out more about our work at www.oecd.org/pisa
– All publications
– The complete micro-level database
Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherOECD
Wechat: AndreasSchleicher
Thank you
Editor's Notes
You can see from this graph that the cognitive test focuses on the cognitive facets of global competence, in other words it will give us valuable international data on whether students can use their background knowledge to critically analyse new information on global issues or culturally diverse people. The questionnaire will provide complementary information on the attitudes and social skills that people need to navigate everyday life in globally and culturally competent ways, but whose measurement goes beyond the parameters of the PISA cognitive test. Self-reported skills and attitudes will be measured through Likert-type scales that have been selected on the basis of a review of empirical studies.
Values are an integral component of the framework, but are not directly assessed in PISA 2018.
Assessing global competence in all of its complexity requires a multi-method, multi-perspective approach. PISA has developed one approach, that had to be tailored to the challenges of an international assessment of this scale. The PISA approach can inform, but is no substitute for formative assessments of global competence at the classroom and school level.
On the measurement approach, the PISA 2018 innovative assessment is composed of two sections: a cognitive assessment and a background questionnaire. The cognitive assessment tests the construct of ‘Global Understanding’. This cognitive construct involves the capacity to connect one own’s background knowledge of global and intercultural issues with the specific examples presented in the test, using a set of cognitive skills, such as properly weighing evidence; building explanations; recognising contextual drivers of people’s viewpoints...
In the background questionnaires students will be asked to report how familiar they are with global issues; how developed their linguistic and communication skills are; and how much they differ in attitudes that are not directly measured in the test, such as adaptability and respect for people from different cultures. The questionnaires for teachers and school leaders will provide a comparative picture of how education systems are integrating global, international and intercultural perspectives throughout the curriculum, in teacher education and in collaborative classroom activities.
Assessing global competence in all of its complexity requires a multi-method, multi-perspective approach. PISA has developed one approach, that had to be tailored to the challenges of an international assessment of this scale. The PISA approach can inform, but is no substitute for formative assessments of global competence at the classroom and school level.
On the measurement approach, the PISA 2018 innovative assessment is composed of two sections: a cognitive assessment and a background questionnaire. The cognitive assessment tests the construct of ‘Global Understanding’. This cognitive construct involves the capacity to connect one own’s background knowledge of global and intercultural issues with the specific examples presented in the test, using a set of cognitive skills, such as properly weighing evidence; building explanations; recognising contextual drivers of people’s viewpoints...
In the background questionnaires students will be asked to report how familiar they are with global issues; how developed their linguistic and communication skills are; and how much they differ in attitudes that are not directly measured in the test, such as adaptability and respect for people from different cultures. The questionnaires for teachers and school leaders will provide a comparative picture of how education systems are integrating global, international and intercultural perspectives throughout the curriculum, in teacher education and in collaborative classroom activities.
Assessing global competence in all of its complexity requires a multi-method, multi-perspective approach. PISA has developed one approach, that had to be tailored to the challenges of an international assessment of this scale. The PISA approach can inform, but is no substitute for formative assessments of global competence at the classroom and school level.
On the measurement approach, the PISA 2018 innovative assessment is composed of two sections: a cognitive assessment and a background questionnaire. The cognitive assessment tests the construct of ‘Global Understanding’. This cognitive construct involves the capacity to connect one own’s background knowledge of global and intercultural issues with the specific examples presented in the test, using a set of cognitive skills, such as properly weighing evidence; building explanations; recognising contextual drivers of people’s viewpoints...
In the background questionnaires students will be asked to report how familiar they are with global issues; how developed their linguistic and communication skills are; and how much they differ in attitudes that are not directly measured in the test, such as adaptability and respect for people from different cultures. The questionnaires for teachers and school leaders will provide a comparative picture of how education systems are integrating global, international and intercultural perspectives throughout the curriculum, in teacher education and in collaborative classroom activities.
As I already mentioned, the cognitive test assesses the construct of “global understanding”. Let me describe briefly what we mean by that. Global understanding is a process that starts from acquiring new information. So access to information, is one crucial element of understanding. Misconceptions often result from a lack of information, and are compounded by the fact that initial and deeply-held beliefs, once formulated, are difficult to change. Yet access to information about the world and other cultures is not enough to ensure understanding.
The oversimplification of complex knowledge or simply a lack of any deeper reflection to adjust prior beliefs in the face of new information can equally result in misconceptions which, in turn, can result in prejudice and stereotyping.
Global understanding therefore also requires the simultaneous use of both knowledge (background knowledge that relates to the new information) and cognitive skills
The PISA framework distinguishes four interrelated cognitive processes that globally competent students need in order to have a mature level of global understanding:
The capacity to evaluate information, formulate arguments and explain complex situations and problems by using and connecting evidence, identifying biases and gaps in information and managing conflicting arguments
The capacity to identify and analyse multiple perspectives and world views, positioning and connecting their own and others’ perspectives on the world
The capacity to understand differences in communication, recognising the importance of socially appropriate communication conventions and adapting communication to the demands of diverse cultural contexts
The capacity to evaluate actions and consequences by identifying and comparing different courses of action and weighing these actions against one another on the basis of short- and long-term consequences.
The cognitive skills demanded by global understanding are relevant measures of all four dimensions of students’ global competence (although, as I already said, there is more in global competence than just cognition).
The framework provides a detailed explanation of what students should be able to do at different levels of development for all the four cognitive processes (table 1 in the framework document)
Levels of development for the four cognitive processes (table 1 in the framework document)
Let me now guide you through an example so that you can get a more concrete feeling of how the cognitive component of the PISA assessment works. In the cognitive test, students will work one hour on several test units, that are assembled in such a way to provide a good coverage of the different content areas and the different cognitive processes described in the framework. Each unit is composed of a scenario and of about 5 questions or items. Each scenario….
For example, a scenario that is set in the content domain of « environmental sustainability » can simulate a class activity in which students analyse the scientific debate on climate change. In this illustrative example, a student…
The scenarios selected for the test in collaboration with the countries participating in PISA aim to reflect the complexity and richness of the domain. In this second example, the scenario is set in the domain of culture and intercultural relations, and focuses on the relationships between majority and minority cultural groups in a globalizing world. It presents the real story of Renata…
In this example, the cognitive process that we are assessing is « evaluate information, formulate arguments and explain complex situations ». Students are asked to compare the first chart, that presented only 10 years of data on global temperature, with another chart extracted from the same data source, that presents over a century of data. From this comparison, students should be able to infer that the researcher had cherry picked the years for his data analysis in order to send one particular message about global warming. A globally competent student should thus be able to conclude that the scientific article discussed in MEI’s class is not based on solid evidence. The unit can then go deeper into an exploration of bias and influences on scientific research on environmental issues.
In the second example about Renata Flores, we can assess a different, but related, cognitive process. The question is about stepping into someone else’s shoes. Students are asked to explain why someone of their age, from a minority cultural group, might want to step up and take action to affirm the dignity (more than that, the coolness) of her heritage language. You might question whether it is fair to ask such a question to all the students participating in PISA: we know that some of them are more « exposed » than others to diverse cultural groups, while some students live in more homogenous cultural contexts. Our point here is that it is important, for all students no matter where they live, to learn about and reflect about the role of language as a key expression of culture, and about asymmetries in power and perceptions about the value of a culture that are currently leading to the disappearance of much valuable cultural capital.
The student questionnaire will provide very rich, self-reported data that can complement and help to interprete students’ work on the cognitive assessment…
Interest in learning about other cultures
Attitudes towards immigrants
Global Mindedness
Information on opportunities students have at school to learn about other cultures.
Interest in learning about other cultures
Attitudes towards immigrants
Global Mindedness
Information on opportunities students have at school to learn about other cultures.