PISA-Based Test for Schools

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Using the report for school improvement

Your report can aid improvement in your school through exploration of the outcomes for your school, and through its examples of strategies, policies, practices and outcomes from education systems around the world, which you can use to support critical reflection and stimulate discussion in search of excellence.

In this way, your report will complement and enhance your school’s other monitoring measures, aiding your within-school development and supporting your accountability activities. It can be a useful addition to the evidence you present for inspection, a helpful tool underpinning discussion with your local education managers (e.g. local authority, education board, academy chain, or other trustees), and an aid in professional conversations with your own staff and with other schools in your network/federation. Peer-to-peer learning opportunities and the sharing of effective practices are useful tools in the process of international benchmarking for improvement. Some approaches to making good use of your report are discussed below.

The report uses aggregated data, so that its findings can be used as a supportive tool in school self-improvement. In other words, no student is identified in the report and no specific teacher or timetabled class is the focus of any question that students will have answered in their questionnaire. The aim is for the report to provide your school with useful, reliable, objective data that will complement and extend your existing data, in order that it can evaluate the outcomes and use them constructively to improve the educational experience for all concerned.

When using your report outcomes for this purpose, consider all elements of school experience that might support improvement, alongside other relevant information and data you hold about your school and its performance (since effective teaching for better student outcomes is not uni-dimensional or captured by a single report). Combining information from various sources will give the richest picture of your school and help you make more informed decisions about any change required. You may find that some findings are replicated across different sources of information, while others conflict. Both types can be useful: replicated outcomes provide validation, while conflicting evidence can raise questions that provide further insights and ideas (e.g. Why are the findings different? What does this tell us about different contexts for learning? Does this mean we need different solutions to the same problem in different contexts?).

Elements of school experience worth exploring might include leadership, curriculum (content, approach and emphasis), learning environment, student experience, teaching strategies, staff deployment, staff development, support systems (for staff and students), student attitudes and confidence, and community engagement, amongst others.

Further ideas for using your report:

 

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