What We Learned from PISA

The following sections are included:

• Preface
• About the Editor
• About the Authors
• Acknowledgments
• Contents

East Asian societies, including Hong Kong, Japan, Korea, Shanghai, Singapore, Chinese Taipei and Macao, have consistently ranked among the highest in recent international studies. Evidence from both the Programme for International Student Assessment (PISA) and the Third International Mathematics and Science Study (TIMSS) have shown that East Asian learners achieved much better results in mathematics, science and reading than their counterparts in North American and European countries (Martin et al., 2012; Mullis et al., 2012; OECD, 2010, 2014). For example, nearly all East Asian societies were in the top 10 ranked countries/economies for mathematical, scientific and reading literacy in PISA 2012. TIMSS 2011 revealed that five East Asian countries/economies (Hong Kong, Korea, Japan, Singapore and Chinese Taipei) occupied the top five places by average mathematics score and were among the top 10 places by average science score of eighth-grade students.

The following sections are included:

• Introduction
• Overall Performance in Mathematical, Scientific and Reading Literacy
• Comparing the Performance of Hong Kong Students in Mathematical, Scientific and Reading Literacy from PISA 2000+¹ to PISA 2012
• Changes in Between-School Variation Over Time
• Distribution of Literacy Scores by Gender
• Distribution of Literacy Scores by Immigration Status
• Distribution of Literacy Scores by Economic, Social and Cultural Status (ESCS Index)
• Conclusion
• References

The following sections are included:

• Introduction
• The Framework for the CBA
• Sample Items for the CBA
• Profile of the Performance of East Asian Students in CBA
• Distribution of Digital Literacy Scores by Gender in PISA 2012
• Distribution of Digital Literacy Scores by Immigration Status in PISA 2012
• Distribution of Digital Literacy Scores by Economic, Social and Cultural Status (ESCS Index)
• Summary
• References

The following sections are included:

• Introduction
• The Framework for the Assessment of Mathematical Literacy in PISA
• Levels of Proficiency in Mathematical Literacy
• Sample Items for the Assessment of Mathematical Literacy
• Profile of the Mathematical Performance of Hong Kong Students
• Gender Differences in Mathematical Literacy of Hong Kong Students
• Summary
• References

The following sections are included:

• Introduction
• The Framework for the Assessment of Scientific Literacy in PISA
• Levels of Proficiency in Scientific Literacy
• Sample Items for the Assessment of Scientific Literacy
• Profile of Scientific Performance of Hong Kong Students
• Gender Differences in Scientific Literacy of Hong Kong Students
• Summary
• References

The following sections are included:

• Introduction
• The Framework for the Assessment of Reading Literacy in PISA
• Levels of Proficiency in Reading Literacy
• Sample Texts and Reading Tasks
• Profile of the Reading Performance of Hong Kong Students
• Gender Difference in Reading Performance in Hong Kong
• Discussion
• References

The following sections are included:

• Introduction
• Literature Review
• Methodology
• Results and Discussion
• Conclusion and Implications
• References

The following sections are included:

• Introduction
• Conceptualisation and Operationalisation of Learning Strategies and Learning Environment
• Analysis
• Means Indices of Learning Strategies, Metacognition, Classroom Climate
• Relationships between Learning Strategies, Classroom Climate, Reading Engagement and Reading Performance
• Correlation Analysis of Learning Strategies, Reading Engagement and Classroom Climate
• Effects of Learning Strategies, Reading Engagement and Classroom Climate on Reading Performance in Hong Kong
• Conclusion and Implication
• References

The following sections are included:

• Introduction
• Measures of Parental Involvement and Investment
• Descriptive Analysis of Parental Investment and Involvement
• Correlation Analysis of Parental Investment, Parental Involvement and Students’ Performance in Hong Kong
• Hierarchical Linear Modelling Analysis
• Summary
• References

We are living in a world where our way of learning is increasingly influenced by the use of information and communication technology (ICT). Education policy documents in many countries have placed much emphasis on promoting the use of ICT in education. The goals of ICT in education include using ICT to build the information literacy of students (Smaldino et al., 2008), developing ICT skills for problem solving in real life, and using ICT to improve teaching and learning. In Hong Kong and many other East Asian societies, ICT is often used, both in school and at home, to support learning (Law & Chow, 2008). It is hope that through the use of ICT, school education can be transformed from a largely teachercentred approach to a more interactive and learner-centred approach.

The following sections are included:

• Introduction
• Quality and Equality
• Student Achievement in Mathematics, Reading and Science
• Factors Related to Student Performance
• Implications and Recommendations
• Concluding Remarks and Future Studies
• References

The following sections is included:

• Index