Reflections on the performance of Ireland and Portugal in the OECD/PISA 2000 assessment of reading literacy

Abstract

In 2000, 15-year olds in 28 member countries of the Organisation for Economic Co-operation and Development (OECD) and four additional countries took part in the Programme for International Student Assessment (PISA). While PISA assessed three cognitive domains — reading literacy, mathematical literacy and scientific literacy — this paper focuses on reading literacy — the major assessment domain in 2000. The purpose of the paper is to reflect on the performance of students in two OECD countries — Ireland and Portugal. First, a context for considering the outcomes of PISA is provided by reviewing the outcomes of earlier international assessments of reading, in which Irish and Portuguese students performed at about the same levels. Second, the relatively strong performance of Ireland on the PISA reading literacy combined scale and subscales is contrasted with the relatively weaker performance of Portugal. Third, variables that are associated with performance on PISA, including school — and student-level socio-economic status, are considered. Fourth, links between the curriculum in English in Irish schools, the Irish Junior Certificate examination, and performance on PISA reading literacy are explored, and it is concluded similarities between these may account, in part, for the strong performance of Irish students on PISA. The paper concludes with a consideration of ways in wich PISA can inform policy in relation to the improvement of reading literacy in both Ireland and Portugal.