PISA Might be a Measure of Resentment

A lot of weight is placed on PISA results but rather than academic ability, the international yardstick might be measuring a lack of interest in the testing and disaffection with school. 

Unpublished data shows that nearly 4 in 5 Australian students did not fully try in the 2022 Programme for International Student Assessment (PISA).

The figures show wide differences in student effort between countries, which call into question the validity of country rankings of PISA results.

The high proportion of students in Australia and many other countries not fully trying in PISA indicates a broader problem; increasing student disaffection which might be a crucial factor behind declining results in many OECD countries and is often ignored in the commentary on Australia’s PISA results.

The new figures show that 77% of Australian students didn’t fully try in PISA 2022. This was the equal 4th highest proportion in the OECD. It was also the equal 4th highest of the 81 countries and regions participating in the tests. Only Denmark (81%), Sweden (80%), Germany (80%), Switzerland (80%) and Belgium (78%) had a higher proportion of students who did not fully try.

Norway, UK, Austria and Singapore had the same proportion as Australia. The average for the OECD was 71%. Türkiye had the lowest proportion (47%) amongst OECD countries.

The proportion of Australian students not fully trying increased by 4 percentage points from PISA 2018. This was higher than the average increase in the OECD of 3 points.

Interestingly, a much larger proportion of Australian female students than male students did not fully try in PISA 2022. Some 81% of female students did not fully try compared to 71% of male students. More female than male students did not fully try in most OECD countries.

The OECD acknowledged that many students view PISA as a low-stakes assessment that has no consequence for their future education. As a result, there is no incentive to put in full effort.

Both PISA 2018 and PISA 2022 show large variations between countries in the proportion of students not fully trying. In PISA 2018, the range between the highest and lowest proportions in the OECD was 43 percentage points and in PISA 2022 it was 34 points. While the percentage increased in most OECD countries it also declined in some.

There is evidence of growing disaffection with school in Australia and many other OECD countries. Australia has one of the highest incidences of student disaffection with school in the OECD. In 2022, 30% of students reported that they do not feel they belong in school (OECD, PISA 2022 Results (Volume II): Learning During - and From - Disruption, Table II.B1.1.4). This was the equal 5th highest out of 30 OECD countries for which a longer time series is available. Just over one-fifth (21%) of students reported that they feel like an outsider at school. This was also the equal 5th highest in the OECD.

Female students reported having a much lower sense of belonging in school than male students (OECD, PISA 2022 Results (Volume II): Learning During – and From – Disruption, Table II.B1.1.2). The sense of belonging amongst female students was the 3rd lowest in the OECD and the gap between Australian females and males was the 5th largest.

Similarly, the sense of belonging in school was significantly lower for disadvantaged than for advantaged students in Australia. The sense of belonging for disadvantaged students was the equal 6th lowest in the OECD and much lower than the OECD average.

The OECD has suggested, changes in student engagement at school appear to be a common factor in the declines in PISA results in most OECD countries. This raises major policy issues about the causes and proper policy responses. It is too much to expect that schools can resolve the widespread social alienation in Western countries, but they can help mitigate it with the right support. School can make a difference and is the best chance for many traumatised children.

Improving student well-being was a priority area identified by the report of the Expert Panel on the national schools agreement and it made a number of recommendations to improve student well-being.

The Expert Panel recommended, fully funding public schools as a priority given that they enol over 80% of low SES, Indigenous and remote area students. This is necessary to overcome the shortage of teachers and provide comprehensive student support measures including provision for more student voice and agency.

Image by Elias Ficavontade