Eastern Macedonia and Thrace Institute of Technology
Abstract
The present paper aims to investigate, on the one hand, the extent to which PISA Science items validly assess the knowledge and skills of 15 year-old Greek students, while, on the other hand, to examine the effect of the following factors: student’s gender, scientific processes and contexts (situations) on the students’ performance in these PISA items. The research used paper-and-pencil test with published PISA Science items, conducted individual semi-structured interviews with 15 year-old students and finally marked the students’ responses, according to the PISA marking guide. Τhe basic finding resulting from the data analysis is that the paper-and-pencil test with the PISA Science items does not tend, unlike the interview, to effectively record the Greek students’ Science knowledge and skills. Moreover, the analysis revealed that the performance of students in the PISA Science items (paper-and-pencil test and interview) tend to be independent of the student’s gender and depend on the context in which the knowledge and processes are assessed. Additionally, the possible correlation between the students’ performance and the factor of scientific processes seems to depend on the setting in which the students provide their responses (paper-and-pencil test or interview)
