Pisa Grade Expectations - Oecd_ Organisation For Economic

Table of Contents
Foreword
Executive Summary
Introduction
	Overview
	Introduction to PISA and the Educational Career questionnaire
Chapter 1. What Do Students Expect to Do After Upper Secondary School?
	Educational expectations across countries and economies
	Expectations of completing a university degree
	Expectations of ending formal education at the upper secondary level
	Inequalities in expectations
	Inequalities in expectations by socio-economic status
	Inequalities in expectations by gender
	How graduation and enrolment rates are reflected in the expectations of 15-year-olds
	Perspectives on social mobility
	Conclusion
Chapter 2. What Behaviours Do Teachers Reward?
	How countries grade their students: Marks in PISA
	Behaviours rewarded by marks
	Towards a model of marks
	Grade inflation
	Conclusion
Chapter 3. What is the Relationship Between Marks and Educational Expectations?
	Marks predict educational expectations
	Marks can reduce inequalities in educational expectations
	Gender differences in marks and expectations
	Socio-economic differences in marks and expectations
	Conclusion
Chapter 4. Policy Recommendations
Annex A. The Educational Career Questionnaire
Annex B. Data Tables on Educational Expectations and Marks
	Table B1.1. Percentage of students who expect to complete a university degree, by ISCED type and ISCED level programme
	Table B1.2. Reading performance of students who do and do not expect to complete a university degree
	Table B1.3. Mathematics performance of students who do and do not expect to complete a university degree
	Table B1.4. Students with unrealistic expectations and potentially lost talent
	Table B1.5. Student expectations in school systems with and without horizontal differentiation
	Table B1.6. Relationship between low-performing students’ experience in schools, school attributes, background characteristics and students’ PISA reading scores
	Table B1.7. Relationship between high-performing students’ experience in schools, school attributes, background characteristics and students’ expectation of completing a university degree
	Table B1.8. Percentage of students who expect to complete an upper secondary degree, but not more, by ISCED type and ISCED level programme
	Table B1.9. Students who expect to drop out before completing upper secondary education and students who expect to obtain a vocational post-secondary degree
	Table B1.10. Socio-economic differences in expectations of completing a university degree
	Table B1.11. Socio-economic differences in expectations of completing, at most, upper secondary school
	Table B1.12. Gender differences in expectations of completing a university degree
	Table B1.13. Gender differences in expectations of completing, at most, upper secondary school
	Table B1.14. Percentage of students who expect to complete a university degree, enrolment and graduation rates
	Table B1.15. Patterns of expectations of upward and downward mobility
	Table B1.16. Gross tertiary enrolment ratios and average growth in enrolment ratios from 1980 to 2009
	Table B2.1. How countries and economies use and distribute marks to students, in the local scale
	Table B2.2. How countries and economies use and distribute marks to students, in a comparable scale
	Table B2.3. Correlation between the marks received by students in their language-of-assessment course and student characteristics
	Table B2.4. Correlation between the marks received by students in their language-of-assessment course and student characteristics, after accounting for students’ PISA reading scores
	Table B2.5. Within-school correlation between the marks received by students in their language-of-assessment course and student characteristics
	Table B2.6. Within-school correlation between the marks received by students in their language-of-assessment course and student characteristics, after accounting for students’ PISA reading scores
	Table B2.7. How students’ learning strategies, approaches to learning, engagement and background characteristics relate to the marks they receive in their language-of-assessment course
	Table B2.8. The types of schools that overestimate the marks they give to students in their language-of-assessment course with respect to students’ PISA reading scores, learning strategies, approaches to learning and attitudes towards school
	Table B3.1. Relationship between students’ information about their own performance and prospects and their expectation of completing a university degree
	Table B3.2. Relationship between students’ information about their own performance and prospects, contextual effects, and their expectation of completing a university degree
	Table B3.3. Relationship between students’ marks, performance and programme, background characteristics, contextual effects, and expectation of completing a university degree
	Table B3.4. Relationship between students’ marks, other tests, performance and programme, background characteristics, contextual effects, and expectation of completing a university degree
	Table B3.5. Relationship between students’ background characteristics and their expectation of completing a university degree
	Table B3.6. Relationship between students’ background characteristics, performance and programme, and their expectation of completing a university degree
	Table B3.7. Relationship between students’ marks, background characteristics and their expectation of completing a university degree
	Table B3.8. Relationship between students’ background characteristics, information about their performance and prospects, and their expectation of completing a university degree