{"id":2931,"date":"2019-12-03T17:30:21","date_gmt":"2019-12-03T17:30:21","guid":{"rendered":"http:\/\/copilarie.org\/?p=2931"},"modified":"2019-12-03T17:30:21","modified_gmt":"2019-12-03T17:30:21","slug":"rezultate-mai-slabe-ale-elevilor-la-testarile-pisa-in-2018-fata-de-2015","status":"publish","type":"post","link":"https:\/\/copilarie.org\/index.php\/2019\/12\/03\/rezultate-mai-slabe-ale-elevilor-la-testarile-pisa-in-2018-fata-de-2015\/","title":{"rendered":"Rezultate mai slabe ale elevilor la test\u0103rile PISA \u00een 2018, fa\u021b\u0103 de 2015"},"content":{"rendered":"<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-2932\" src=\"https:\/\/copilarie.org\/wp-content\/uploads\/2019\/12\/pisa2018.jpg\" alt=\"\" width=\"770\" height=\"772\" srcset=\"https:\/\/copilarie.org\/wp-content\/uploads\/2019\/12\/pisa2018.jpg 770w, https:\/\/copilarie.org\/wp-content\/uploads\/2019\/12\/pisa2018-150x150.jpg 150w, https:\/\/copilarie.org\/wp-content\/uploads\/2019\/12\/pisa2018-300x300.jpg 300w, https:\/\/copilarie.org\/wp-content\/uploads\/2019\/12\/pisa2018-768x770.jpg 768w, https:\/\/copilarie.org\/wp-content\/uploads\/2019\/12\/pisa2018-696x698.jpg 696w, https:\/\/copilarie.org\/wp-content\/uploads\/2019\/12\/pisa2018-419x420.jpg 419w\" sizes=\"auto, (max-width: 770px) 100vw, 770px\" \/>Comparativ cu ciclul anterior de testare,\u00a0media interna\u021bional\u0103 a \u00eenregistrat o u\u0219oar\u0103 sc\u0103dere\u00a0(citire\/lectur\u0103 &#8211; 487, fa\u021b\u0103 de 493, matematic\u0103 &#8211; 489, fa\u021b\u0103 de 490, \u0219tiin\u021be &#8211; 489, fa\u021b\u0103 de 493 \u00een 2015), arat\u0103 un comunicat al Ministerului Educa\u021biei \u0219i Cercet\u0103rii.<\/p>\n<p>Aceast\u0103 tendin\u021b\u0103 este \u00eenregistrat\u0103 \u0219i de \u021bara noastr\u0103:\u00a0citire\/lectur\u0103 &#8211; 428\u00a0(fa\u021b\u0103 de 434 \u00een 2015), \u00a0matematic\u0103 &#8211; 430\u00a0(fa\u021b\u0103 de 444, \u00een 2015) \u0219i\u00a0\u0219tiin\u021be &#8211; 426\u00a0(fa\u021b\u0103 de 435).<\/p>\n<p>Scorurile \u00eenregistrate \u00een 2018 sunt mai mari \u00een raport cu rezultatele din anii 2006 \u0219i 2009, dar u\u0219or mai mici comparativ cu cele \u00eenregistrate \u00een 2015.<\/p>\n<p>Conform Raportului OECD,\u00a0diferen\u021ba \u00eenregistrat\u0103 la citire\/lectur\u0103 \u0219i la \u0219tiin\u021be \u00eentre 2015 \u0219i 2018 nu este semnificativ\u0103 statistic, spre deosebire de cea de la matematic\u0103.<\/p>\n<p>Din punct de vedere al compara\u021biei cu alte state, rezultatele elevilor rom\u00e2ni se plaseaz\u0103 aproape de cele ale elevilor din Moldova, Muntenegru, Bulgaria \u0219i Emiratele Arabe Unite.<\/p>\n<p>Performan\u0163ele elevilor au fost m\u0103surate pe 6 niveluri (pentru unele domenii, au fost definite subniveluri ale nivelului 1). Nivelul 2 este considerat nivelul de baz\u0103 necesar a fi atins de tinerii afla\u021bi spre finalul \u00eenv\u0103\u021b\u0103m\u00e2ntului obligatoriu \u00een vederea integr\u0103rii eficiente \u00een societatea cunoa\u015fterii.<\/p>\n<p>Procentul elevilor care se afl\u0103 sub nivelul 2 pe fiecare domeniu de testare este urm\u0103torul, \u00een 2018: \u0219tiin\u021be &#8211; 44%, matematic\u0103 &#8211; 46,5%, citire\/lectur\u0103 &#8211; 40,8%. Comparativ cu 2015, acest procent a crescut cu 0,4% la citire\/lectur\u0103 \u0219i cu 5,7% la matematic\u0103, \u00eens\u0103 a sc\u0103zut cu 3% la \u0219tiin\u021be.<\/p>\n<p>La citire, elevii cu performan\u021be sub nivelul 2 pot \u00een\u021belege texte simple, cu vocabular simplu \u0219i cu informa\u021bii explicite, \u00eens\u0103 nu pot realiza inferen\u021be pe baza textului citit, nu pot trage concluzii. Ace\u0219ti elevi au dificult\u0103\u021bi de interpretare a semnifica\u021biei textelor parcurse. La matematic\u0103, pot utiliza elemente simple de calcul, dar nivelul lor de achizi\u021bii nu este suficient pentru a putea utiliza g\u00e2ndirea matematic\u0103 \u00een situa\u021bii variate de via\u021b\u0103. La \u0219tiin\u021be, pot recunoa\u0219te \u0219i pot identifica unele explica\u021bii ale fenomenelor \u0219tiin\u021bifice simple, \u00eens\u0103 nu pot g\u0103si cauzalit\u0103\u021bi sau corela\u021bii \u0219tiin\u021bifice f\u0103r\u0103 sprijin sau ghidare.<\/p>\n<p><strong>Ce \u0219tiu \u0219i ce pot face elevii rom\u00e2ni \u00een ceea ce prive\u0219te citirea\/ lectura?<\/strong><\/p>\n<ul>\n<li>59,2% dintre elevi s-au situat cel pu\u021bin la nivelul 2 de competen\u021b\u0103, ceea ce \u00eenseamn\u0103 c\u0103 pot \u00een\u021belege un text de lungime medie, pot extrage ideea principal\u0103, pot c\u0103uta informa\u021bii pe baza unor criterii, altfel spus, pot construi semnifica\u021bii pe baza a ceea ce citesc (pot \u00eenv\u0103\u021ba pe baza lecturii).<\/li>\n<li>Aproximativ 1% dintre elevi au ob\u021binut performan\u021be foarte bune (nivelul 5 sau 6) \u2013 pot \u00een\u021belege texte lungi, pot utiliza concepte abstracte, pot face diferen\u021ba dintre fapte \u0219i opinii.<\/li>\n<\/ul>\n<p><strong>Ce \u0219tiu \u0219i ce pot face elevii rom\u00e2ni la matematic\u0103?<\/strong><\/p>\n<ul>\n<li>53,4% dintre elevi s-au situat la nivelul 2 de competen\u021b\u0103 sau la un nivel superior acestuia, ceea ce \u00eenseamn\u0103 c\u0103 pot recunoa\u0219te \u0219i interpreta f\u0103r\u0103 sprijin cum poate fi reprezentat\u0103 matematic o situa\u021bie simpl\u0103 (de exemplu, compararea distan\u021bei pe dou\u0103 rute alternative sau exprimarea pre\u021bului unui produs \u00een diferite monede). \u00cen medie, \u00een \u021b\u0103rile membre OECD, ponderea elevilor afla\u021bi la nivelul 2 sau la un nivel superior al competen\u021belor matematice a fost de 76%.<\/li>\n<li>Aproximativ 3% dintre elevi au ob\u021binut performan\u021be foarte bune (nivelul 5 sau 6) la matematic\u0103 &#8211; pot modela situa\u021bii matematice complexe, pot selecta, compara \u0219i aprecia strategii adecvate de rezolvare a unor probleme.<\/li>\n<\/ul>\n<p><strong>Ce \u0219tiu \u0219i ce pot face elevii rom\u00e2ni la \u0219tiin\u021be?<\/strong><\/p>\n<ul>\n<li>Aproximativ 56% dintre elevi s-au situat la nivelul 2 de competen\u021b\u0103 sau la un nivel superior acestuia, ceea ce \u00eenseamn\u0103 c\u0103 recunosc explica\u021bia corect\u0103 a unui fenomen \u0219tiin\u021bific familiar \u0219i pot utiliza cuno\u0219tin\u021bele lor pentru a evalua dac\u0103 anumite date pot fundamenta o anumit\u0103 concluzie.<\/li>\n<li>Aproximativ 1% dintre elevi au ob\u021binut performan\u021be foarte bune (nivelul 5 sau 6) la \u0219tiin\u021be &#8211; pot aplica \u00een mod autonom \u0219i creativ cuno\u0219tin\u021bele lor din domeniul \u0219tiin\u021belor \u00eentr-o varietate de situa\u021bii, inclusiv \u00een situa\u021bii nefamiliare.<\/li>\n<\/ul>\n<p>PISA (<em>Programme for International Student Assessment<\/em>) este un studiu comparativ interna\u0163ional ini\u0163iat de c\u0103tre Organiza\u021bia pentru Cooperare \u0219i Dezvoltare Economic\u0103 (OECD), cu scopul de a m\u0103sura dezvoltarea competen\u0163elor de baz\u0103 ale elevilor cu v\u00e2rste \u00eentre 15 \u0219i 16 ani, \u00een domeniile citire\/lectur\u0103, matematic\u0103 \u015fi \u015ftiin\u0163e.<\/p>\n<p>\u00cen Rom\u00e2nia, testele de evaluare PISA 2018 au fost aplicate \u00een 170 de unit\u0103\u021bi de \u00eenv\u0103\u021b\u0103m\u00e2nt.<\/p>\n<p>Elevii au primit c\u00e2te o bro\u0219ur\u0103 de test, av\u00e2nd la dispozi\u021bie 2 ore. \u00cen total, au fost utilizate 30 de bro\u0219uri diferite, fiecare cuprinz\u00e2nd o combina\u021bie de itemi din dou\u0103 sau trei domenii de testare. Pentru colectarea unor date de context socioeduca\u021bional, elevii au completat un chestionar care a cuprins \u00eentreb\u0103ri despre familia lor, modul lor de via\u021b\u0103, climatul \u0219colii, practicile didactice ale profesorilor de limba \u0219i literatura rom\u00e2n\u0103 (domeniul citire\/lectur\u0103 fiind domeniu principal de testare la PISA 2018).<\/p>\n<p>Raportul interna\u021bional publicat pe 3 decembrie de OECD &#8211; \u201e<em>What students know and can do<\/em>\u201d prezint\u0103 rezultatele evalu\u0103rii \u00een \u021b\u0103rile participante \u0219i extrage date de cercetare relevante pentru politicile educa\u021bionale.<\/p>\n<p>Pe primele locuri la domeniul citire\/lectur\u0103 (domeniu principal de testare la PISA 2018) se situeaz\u0103 Beijing-Shanghai-Jiangsu-Zhejiang (China), Singapore, Macao (China), Hong-Kong (China), Estonia, Finlanda, Canada \u0219i Irlanda. La nivelul Uniunii Europene, pe primele locuri se claseaz\u0103 Estonia, Finlanda, Irlanda, Polonia, Suedia.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Comparativ cu ciclul anterior de testare,\u00a0media interna\u021bional\u0103 a \u00eenregistrat o u\u0219oar\u0103 sc\u0103dere\u00a0(citire\/lectur\u0103 &#8211; 487, fa\u021b\u0103 de 493, matematic\u0103 &#8211; 489, fa\u021b\u0103 de 490, \u0219tiin\u021be &#8211; 489, fa\u021b\u0103 de 493 \u00een 2015), arat\u0103 un comunicat al Ministerului Educa\u021biei \u0219i Cercet\u0103rii. Aceast\u0103 tendin\u021b\u0103 este \u00eenregistrat\u0103 \u0219i de \u021bara noastr\u0103:\u00a0citire\/lectur\u0103 &#8211; 428\u00a0(fa\u021b\u0103 de 434 \u00een 2015), \u00a0matematic\u0103 &#8211; [&hellip;]<\/p>\n","protected":false},"author":5,"featured_media":2932,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1,23,19],"tags":[25,273,119,272],"class_list":["post-2931","post","type-post","status-publish","format-standard","has-post-thumbnail","category-acasa","category-familie","category-stiri","tag-copii","tag-elevi","tag-scoala","tag-testari"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.6 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Rezultate mai slabe ale elevilor la test\u0103rile PISA \u00een 2018, fa\u021b\u0103 de 2015 - Copil\u0103rie.org<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/copilarie.org\/index.php\/2019\/12\/03\/rezultate-mai-slabe-ale-elevilor-la-testarile-pisa-in-2018-fata-de-2015\/\" \/>\n<meta property=\"og:locale\" content=\"ro_RO\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Rezultate mai slabe ale elevilor la test\u0103rile PISA \u00een 2018, fa\u021b\u0103 de 2015 - Copil\u0103rie.org\" \/>\n<meta property=\"og:description\" content=\"Comparativ cu ciclul anterior de testare,\u00a0media interna\u021bional\u0103 a \u00eenregistrat o u\u0219oar\u0103 sc\u0103dere\u00a0(citire\/lectur\u0103 &#8211; 487, fa\u021b\u0103 de 493, matematic\u0103 &#8211; 489, fa\u021b\u0103 de 490, \u0219tiin\u021be &#8211; 489, fa\u021b\u0103 de 493 \u00een 2015), arat\u0103 un comunicat al Ministerului Educa\u021biei \u0219i Cercet\u0103rii. Aceast\u0103 tendin\u021b\u0103 este \u00eenregistrat\u0103 \u0219i de \u021bara noastr\u0103:\u00a0citire\/lectur\u0103 &#8211; 428\u00a0(fa\u021b\u0103 de 434 \u00een 2015), \u00a0matematic\u0103 &#8211; [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/copilarie.org\/index.php\/2019\/12\/03\/rezultate-mai-slabe-ale-elevilor-la-testarile-pisa-in-2018-fata-de-2015\/\" \/>\n<meta property=\"og:site_name\" content=\"Copil\u0103rie.org\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/copilarie.org\/\" \/>\n<meta property=\"article:published_time\" content=\"2019-12-03T17:30:21+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/copilarie.org\/wp-content\/uploads\/2019\/12\/pisa2018.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"770\" \/>\n\t<meta property=\"og:image:height\" content=\"772\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Ramona Saplacan\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@CopilarieOrg\" \/>\n<meta name=\"twitter:site\" content=\"@CopilarieOrg\" \/>\n<meta name=\"twitter:label1\" content=\"Scris de\" \/>\n\t<meta name=\"twitter:data1\" content=\"Ramona Saplacan\" \/>\n\t<meta name=\"twitter:label2\" content=\"Timp estimat pentru citire\" \/>\n\t<meta name=\"twitter:data2\" content=\"4 minute\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/copilarie.org\/index.php\/2019\/12\/03\/rezultate-mai-slabe-ale-elevilor-la-testarile-pisa-in-2018-fata-de-2015\/\",\"url\":\"https:\/\/copilarie.org\/index.php\/2019\/12\/03\/rezultate-mai-slabe-ale-elevilor-la-testarile-pisa-in-2018-fata-de-2015\/\",\"name\":\"Rezultate mai slabe ale elevilor la test\u0103rile PISA \u00een 2018, fa\u021b\u0103 de 2015 - 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