Suchergebnisse

The Programme for International Student Assessment (PISA) evaluates 15-year-olds' ability to use their reading, mathematics and science knowledge and skills. Since 2000, Switzerland participated in every PISA cycle conducted by the OECD. At the end of every cycle, the Swiss PISA data of the national 15-year-old sample has been made available in the international data sets published on the OECD website. Before 2015, in addition to the sample of the 15-year-olds, an additional and larger sample of 9th grade students was drawn and tested in Switzerland. The resulting Swiss data for the 9th grade students, that allowed comparisons selected cantons, was published in full on FORSbase. Since 2015, solely the national PISA sample from the population of 15-year-olds is tested, that allows comparisons between three Swiss language regions, but not anymore between selected cantons. Thus, starting with PISA 2015 the Swiss PISA data are almost completely available in the international data sets published on the OECD website. However, the present dataset complements the international PISA 2018 dataset with some for the Swiss context relevant additional information as well with some national options from PISA 2018.

The Programme for International Student Assessment (PISA) evaluates 15-year-olds' ability to use their reading, mathematics and science knowledge and skills. Since 2000, Switzerland participated in every PISA cycle conducted by the OECD. At the end of every cycle, the Swiss PISA data of the national 15-year-old sample has been made available in the international data sets published on the OECD website. Before 2015, in addition to the sample of the 15-year-olds, an additional and larger sample of 9th grade students was drawn and tested in Switzerland. The resulting Swiss data for the 9th grade students, that allowed comparisons selected cantons, was published in full on FORSbase. Since 2015, solely the national PISA sample from the population of 15-year-olds is tested, that allows comparisons between three Swiss language regions, but not anymore between selected cantons. Thus, starting with PISA 2015 the Swiss PISA data are almost completely available in the international data sets published on the OECD website. However, the present dataset complements the international PISA 2018 dataset with some for the Swiss context relevant additional information as well with some national options from PISA 2018.

The Programme for International Student Assessment (PISA) evaluates 15-year-olds' ability to use their reading, mathematics and science knowledge and skills. Since 2000, Switzerland participated in every PISA cycle conducted by the OECD. At the end of every cycle, the Swiss PISA data of the national 15-year-old sample has been made available in the international data sets published on the OECD website. Before 2015, in addition to the sample of the 15-year-olds, an additional and larger sample of 9th grade students was drawn and tested in Switzerland. The resulting Swiss data for the 9th grade students, that allowed comparisons selected cantons, was published in full on FORSbase. Since 2015, solely the national PISA sample from the population of 15-year-olds is tested, that allows comparisons between three Swiss language regions, but not anymore between selected cantons. Thus, starting with PISA 2015 the Swiss PISA data are almost completely available in the international data sets published on the OECD website. However , the present dataset complements the international PISA 2015 dataset with some for the Swiss context relevant additional information as well with some national options from PISA 2015.

The Programme for International Student Assessment (PISA) evaluates 15-year-olds' ability to use their reading, mathematics and science knowledge and skills. Since 2000, Switzerland participated in every PISA cycle conducted by the OECD. At the end of every cycle, the Swiss PISA data of the national 15-year-old sample has been made available in the international data sets published on the OECD website. Before 2015, in addition to the sample of the 15-year-olds, an additional and larger sample of 9th grade students was drawn and tested in Switzerland. The resulting Swiss data for the 9th grade students, that allowed comparisons selected cantons, was published in full on FORSbase. Since 2015, solely the national PISA sample from the population of 15-year-olds is tested, that allows comparisons between three Swiss language regions, but not anymore between selected cantons. Thus, starting with PISA 2015 the Swiss PISA data are almost completely available in the international data sets published on the OECD website. However, the present dataset complements the international PISA 2018 dataset with some for the Swiss context relevant additional information as well with some national options from PISA 2018.

Since 2000, every three years, the skills of 15-year-olds and children in their 9th Grade are assessed regarding reading, mathematics and science in more than sixty countries. This long-term study, carried out at regular intervals, gives information on these three areas with each time a particular attention for one of them (literacy in 2009, mathematics in 2012, and the sciences in 2015). It also provides data on students' cross-curricular competencies and motivations. Moreover, this information is linked to the characteristics of educational systems, schools and pupils. Switzerland has compiled additional samples of 9th Grade pupils (11th HarmoS) in the different linguistic regions and a number of cantons (in 2012: AG, BE-g, BE-f, FR-f, GE, JU, NE, SG, SO, TI, VD, VS-g, VS-f) making it possible to make comparisons of pupils' skills at the end of compulsory schooling. For the 2012 survey, by international comparison, Switzerland is slightly above the OECD average in reading, above this average in science and clearly above in mathematics. Regional and cantonal differences are also observed. Individual and structural characteristics have an impact on student performance. The first analyses show that the issue of equality and equity remains a continuing challenge for all school systems and that many factors have an impact on student performance. The impact of students' commitment and motivation on their mathematical skills is also to be noted. In addition, a national report dealt with the following topics: changes in student performance over time, resilient pupils, links between skills and the teaching of mathematics, knowledge of information and communication technologies communication, training after compulsory schooling.

Since 2000, every three years, the skills of 15-year-olds and children in their 9th Grade are assessed regarding reading, mathematics and science in more than sixty countries. This long-term study, carried out at regular intervals, gives information on these three areas with each time a particular attention for one of them (literacy in 2009, mathematics in 2012, and the sciences in 2015). It also provides data on students' cross-curricular competencies and motivations. Moreover, this information is linked to the characteristics of educational systems, schools and pupils. Switzerland has compiled additional samples of 9th Grade pupils (11th HarmoS) in the different linguistic regions and a number of cantons (in 2012: AG, BE-g, BE-f, FR-f, GE, JU, NE, SG, SO, TI, VD, VS-g, VS-f) making it possible to make comparisons of pupils' skills at the end of compulsory schooling. For the 2012 survey, by international comparison, Switzerland is slightly above the OECD average in reading, above this average in science and clearly above in mathematics. Regional and cantonal differences are also observed. Individual and structural characteristics have an impact on student performance. The first analyses show that the issue of equality and equity remains a continuing challenge for all school systems and that many factors have an impact on student performance. The impact of students' commitment and motivation on their mathematical skills is also to be noted. In addition, a national report dealt with the following topics: changes in student performance over time, resilient pupils, links between skills and the teaching of mathematics, knowledge of information and communication technologies communication, training after compulsory schooling.