PISA-Ceco

PISA-Ceco investigates the relationships between teachers’ professional competence, the implementation of standard-oriented teaching, and the achievement of multiple educational goals in mathematics and science. The study is being conducted as a companion study to the 2022 PISA survey.

The aim of the PISA-Ceco project is to describe the extent to which multidimensional educational goals play a role in teachers’ lesson planning and what effects these goals have on standard-oriented lesson design in mathematics and science. Here, the teacher’s teaching goals are compared with the students’ perceptions of the teaching. PISA-Ceco also makes it possible to compare distal (i.e., within PISA) and proximal (i.e., in the lesson) perceptions of teaching in connection with motivational-affective educational goals.

PISA-Ceco supplements the international design of the PISA survey with specific components at the input, process, and outcome levels. Linked to the 2022 PISA survey, two ninth-grade classes and their mathematics and science teachers were being examined per school. A prototypical mathematics and science lesson were visited during the PISA survey period, and the teachers' and students' perceptions of the lesson and motivational-affective learning goals was recorded. In addition, tasks from these lessons and class tests from the current school year will be analysed in order to examine the extent to which the quality characteristic of standard orientation has been incorporated into teaching practices to date. Finally, the role that characteristics of professional competence play in the implementation of standard-oriented teaching will be investigated.

Additional information about the project can be found here:

www.zib.education

www.pisa.tum.de