OECD 국제 학업성취도 평가 연구: PISA 2022 결과 보고서 (RRE 2023-10)

rZr+UMiR7mAX8eeMQLTM6g==

연구보고서

OECD 국제 학업성취도 평가 연구: PISA 2022 결과 보고서 (RRE 2023-10) OECD Programme for International Student Assessment: An Analysis of PISA 2022 Results

OECD 국제 학업성취도 평가 연구: PISA 2022 결과 보고서 (RRE 2023-10)원문 다운로드 OECD 국제 학업성취도 평가 연구: PISA 2022 결과 보고서 (RRE 2023-10)원문보기

보고서명
OECD 국제 학업성취도 평가 연구: PISA 2022 결과 보고서 (RRE 2023-10)
보고서명(영문)
OECD Programme for International Student Assessment: An Analysis of PISA 2022 Results

책임자 김성경
소속기관한국교육과정평가원
내부연구참여자
외부연구참여자
발행기관 한국교육과정평가원
ISBN979-11-6846-301-1 93370
출판년도2023
페이지325
보고서유형 기본연구보고서
연구유형 정책
표준분류 교육 > 초중고교육
자료유형연구보고서
공공누리유형 4유형 (출처표시+상업적이용금지+변경금지)
주제어OECD 국제 학업성취도 평가, PISA 2022

조회수

조회수 반영까지 최대 10분 정도 소요될 수 있습니다.

9,334
다운로드

다운로드 수 반영까지 최대 10분 정도 소요될 수 있습니다.

322

본 연구는 PISA 2022 결과를 통해 우리나라 학생들의 수학, 읽기, 과학 영역에 대한 인지적 성취와 주요 교육맥락변인의 결과를 분석함으로써 우리나라 교육의 실제를 점검하고 교육정책 수립을 위한 기초 자료를 제공하는 데 목적이 있다.
◈ PISA 2022 수학 영역의 주요 결과
PISA 2022 수학 영역에서 우리나라 평균 점수는 527점으로 OECD 37개국 중 1~2위, 전체 참여국 81개국 중 3~7위이었다. 수학이 주영역이었던 PISA 2012 대비 평균 점수는 26점 하락하였고 순위는 OECD 회원국 중 1위에서 1~2위, 전체 참여국중 3~5위에서 3~7위로 소폭 하락하였다. 이전 주기인 PISA 2018과 비교하면 평균 점수는 1점 상승하였으나 통계적으로 유의한 변화는 아니며, 순위는 OECD 회원국 중 1~4위에서 1~2위, 전체 참여국 중 5~9위에서 3~7위로 소폭 상승하였다. 성별 점수 차이는 남학생(530점)이 여학생(525점)보다 높았으나, 그 차이는 통계적으로 유의하지 않았다. 성취수준별 비율은 4수준(22.2%)이 가장 높았고, 6수준의 비율은 PISA 2018(6.9%) 대비 PISA 2022(8.5%)에서 소폭 증가하였고, 2수준 미만의 비율도 PISA 2018(15.0%) 대비 PISA 2022(16.2%)에서 소폭 증가하였다. 성별에 따른 성취수준 비율을 살펴보면, 5수준 이상과 2수준 미만에서는 남학생의 비율이 여학생보다 높지 만, 2수준에서 4수준까지는 여학생의 비율이 더 높았다. 평가틀 하위 범주별 수학 소양 결과를 살펴보면, ‘수학적 추론과 문제해결’ 차원에서 평균 점수는 ‘해석하기’(531 점)가 가장 높았고 ‘이용하기’(523점)가 가장 낮았다. ‘수학적 내용’ 차원에서 평균 점수는 ‘공간과 모양’(537점)이 가장 높았고 ‘불확실성과 자료’(524점)가 가장 낮았다.
◈ PISA 2022 읽기 영역의 주요 결과
PISA 2022 읽기 영역에서 우리나라 평균 점수는 515점으로 OECD 37개국 중 1~7위, 전체 참여국 중 2~12위를 나타냈다. 읽기가 주영역이었던 PISA 2000과 비교하면, 평균 점수는 10점 하락하였고, 순위는 OECD 회원국 중 6위에서 1~7위, 전체 참여국중 7위에서 2~12위로 비슷하거나 약간 상승하였다. 이전 주기인 PISA 2018과 비교하면, 평균 점수는 1점 상승하였고, 순위는 OECD 회원국 중 2~7위에서 1~7위, 전체 참여국중 6~11위에서 2~12위로 소폭 상승하였다. 성별 점수 차이는 여학생(533점)이 남학생 (499점)보다 34점 높았으며, 이는 통계적으로 유의하였다. 성별 점수 차이 추이는 모든 주기에서 여학생이 남학생보다 통계적으로 유의하게 높게 나타나고 있으며, PISA 2018 에서는 여학생이 남학생보다 24점 높았는데 PISA 2022에서 점수 차이가 더 커졌다. 성취수준별 비율은 3수준(28.0%)이 가장 높았고, 6수준의 비율은 PISA 2009(1.0%)에서 PISA 2022(2.5%)까지 증가하였고, 2수준 미만의 비율은 PISA 2000에서 PISA 2012까 지는 8% 미만이었으나 PISA 2015(13.7%)에 증가한 뒤 PISA 2018(15.1%)와 PISA 2022(14.7%)에서는 유사하였다. 성별에 따른 성취수준 비율을 살펴보면, 6수준부터 3수 준까지는 여학생의 비율이 남학생보다 높지만, 2수준에서 1c수준 미만까지는 남학생의 비율이 더 높았다. 평가틀 하위 범주별 읽기 소양 결과를 살펴보면, ‘과정’ 차원에서는 ‘텍스트 내 정보의 탐색과 확인’ 정답률이 가장 높았으며, ‘갈등의 발견과 조정’ 정답률이 가장 낮았다. ‘텍스트’ 차원은 ‘텍스트 출처’의 하위 종류인 ‘단일 출처, 다중 출처’ 정답률은 비슷했으며, ‘텍스트 체재’는 ‘연속, 혼합, 비연속’ 순으로 정답률이 낮아지며, ‘텍스트 유형’은 ‘상호작용, 지시, 기술, 서사, 설명, 논증, 복합’ 순으로 정답률이 낮아졌 다. ‘상황’ 차원은 ‘직업적, 개인적, 교육적, 공적, 복합’ 순으로 정답률이 낮게 나타났다.
<이하 원문참조>

The aim of this study is to analyze the results of PISA 2022, scrutinizing the cognitive achievements and trends of Korean students in the domains of mathematics, reading, and science. The study also seeks to analyze key educational context variables to derive implications for the formulation of Korean education policy.

❚ PISA 2022 Mathematics domain results and trends
In the mathematics domain of PISA 2022, Korea's mean score was 527 points, ranking 1st to 2nd among 37 OECD countries, and 3rd to 7th among all 81 participating countries. Compared to PISA 2012, mathematics was the major domain, the mean score dropped by 26 points, resulting in a slight decline in ranking from 1st to 1st to 2nd among OECD member countries, and from 3rd to 5th to 3rd to 7th among all participating countries. In contrast to the previous cycle, PISA 2018, the mean score only increased by 1 point, which is not a statistically significant change.
The ranking showed a slight improvement, moving from 1st to 4th to 1st to 2nd among OECD member countries, and from 5th to 9th to 3rd to 7th among all participating countries.
The gender score difference was 5 points higher for male students (530 points) than for female students (525 points), but the difference was not statistically significant. The proportion by achievement level was highest at level 4 (22.2%), the proportion of level 6 slightly increased in PISA 2022 (8.5%) compared to PISA 2018 (6.9%), and the proportion below level 2 also increased compared to PISA 2018 (15.0%). There was a slight increase in PISA 2022 (16.2%). Looking at the ratio of achievement levels by gender, the proportion of male students was higher than that of female students at levels 5 and above and below level 2, but the proportion of female students was higher from levels 2 to 4. Looking at the results of mathematical literacy by subcategory of the assessment framework, in the ‘mathematical reasoning and problem solving’, the mean score was highest for ‘interpreting’ (531 points) and lowest for ‘employing’ (523 points). In the ‘mathematical content knowledge’, the mean score was highest for ‘space and shape’ (537 points) and lowest for ‘uncertainty and data’ (524 points).

❚ PISA 2022 Reading domain results and trends
In the reading domain of PISA 2022, Korea's average score was 515 points, ranking 1st to 7th among 37 OECD countries, and 2nd to 12th among all participating countries. In comparison to PISA 2000, reading was the major domain, the mean score showed a decrease of 10 points.
The ranking showed similarities or slight improvements, ranging from 6th to 1st to 7th among OECD member countries, and from 7th to 2nd to 12th among all participating countries. In comparison to the previous cycle, PISA 2018, the mean score increased by 1 point, and the ranking rose from 2nd to 7th among OECD member countries, and from 6th to 11th among all participating countries. The gender score difference was 34
points higher for female students (533 points) than for male students (499 points), and this difference was statistically significant. The trend in gender score differences across all cycles consistently shows that female students outperform male students, with statistical significance. In PISA 2018, female students scored 24 points higher than male students, and this score gap widened in PISA 2022. The highest proportion by achievement level was observed at level 3 (28.0%). The proportion at level 6 increased from PISA 2009 (1.0%) to PISA 2022 (2.5%). The proportion below level 2 ranged from 5.7% to 7.6% between PISA 2000 and PISA 2012. And there was an increase in PISA 2015 (13.7%), followed by a period of stability in both PISA 2018 (15.1%) and PISA 2022 (14.7%).
When examining gender differences in achievement levels, female students consistently outperformed their male counterparts from level 6 to level 3.
However, the trend reversed from level 2 to below level 1, where the proportion of male students exceeded that of female students. Turning to the results of reading literacy by subcategories within the assessment framework, in the ‘process’ dimension, ‘accessing and retrieving information within a text’ yielded the highest percentage of correct answers, while ‘detecting and handling conflict’ had the lowest percentage.
In the ‘text’ dimension, the correct answer rate for ‘single’ and ‘multiple’, a sub-dimension of ‘source’, was similar. Regarding ‘text format’, the correct answer rate decreased in the order of ‘continuous’, ‘mixed’, and ‘noncontinuous’, Additionally, for ‘text type’, the correct answer rate decreased in the order of ‘interaction’, ‘instruction’, ‘description’, ‘narration’, ‘exposition’, ‘argumentation’, and ‘transaction’. In the ‘situations’ dimension, the percentage of correct answers followed a decreasing order of ‘occupational’, ‘personal’, ‘educational’, and ‘public’.

❚ PISA 2022 Science domain results and trends
In the PISA 2022 science domain, Korea achieved a mean score of 528 points, securing a position between 2nd and 5th among 37 OECD countries, and 2nd to 9th among all participating countries. In contrast to PISA 2006, when science was the major domain, Korea's mean score increased by 6 points, leading to a rise in rankings from 5th to 9th to 2nd to 5th among OECD member countries, and from 7th to 13th to 2nd to 9th among all participating countries.
In comparison to the previous cycle, PISA 2018, the mean score showed an increase of 9 points. The ranking, previously positioned between 3rd to 5th, has advanced to 2nd to 5th among OECD member countries, and the ranking improved from 6th to 10th in the previous cycle to 2nd to 9th among all participating countries. Notably, the gender score difference showed a 4‐point increase for female students (530 points) compared to male students (526 points). However, this difference was not statistically significant, and the trend in gender score differences did not exhibit a consistent pattern across all cycles, as statistical significance was not observed in any of the cycles examined.
The proportion by achievement level was highest at level 3 (27.0%), the proportion of level 6 increased from PISA 2006 (1.1%) to PISA 2022 (3.0%), and the proportion below level 2 was at PISA 2006 (11.2%). It decreased in PISA 2009 (6.3%) and PISA 2012 (6.7%), then increased in PISA 2015 (14.4%), and then decreased in PISA 2018 (14.1%) and PISA 2022 (13.7%).
As for the ratio of achievement levels by gender, the proportion of male students was higher at level 5 and above and below level 2, and the proportion of female students was higher from level 2 to level 4.
Comparing the PISA 2022 results with the PISA 2018 results, significant improvements were observed in specific subcategories within the science framework. The highest increases were found in the ‘global’ context within the ‘context’ dimension, the ‘evaluating and designing scientific inquiry’ competency within the ‘competency’ dimension, the ‘epistemic’ knowledge within the ‘knowledge’ dimension, and the ‘high’ cognitive demand within the ‘cognitive demand’ dimension.

❚ Beliefs about mathematics and perceptions of mathematics class
The analysis of students' beliefs about mathematics shows that Korea's ‘mathematics anxiety’ index is lower than the OECD average, indicating that Korean students, on the whole, experience lower mathematics anxiety compared to the OECD average. A notable improvement in Korean students' mathematics anxiety is evident when compared to the results of PISA 2003 and PISA 2012, mathematics was the major domain. However, ‘mathematics self-efficacy’ and ‘effort and persistence in mathematics’ were found to be lower than the OECD average. This implies that Korean students tend to have lower self-efficacy in mathematics and show less effort and persistence in the subject compared to the OECD average. The analysis of students' perceptions of the mathematics class shows that Korea's ‘disciplinary climate in mathematics lessons’ scored higher than the OECD average. Additionally, Korean students perceived ‘mathematics teacher support’ slightly higher than the OECD average, albeit the difference was not statistically significant.

❚ Student characteristics and school life
An analysis of student characteristics, focusing on Index of Economic, Social, and Cultural Status(ESCS), shows that Korea's ESCS average exceeds the OECD average. Despite Korea's high academic achievement, the associated achievement gap based on economic, social, and cultural status remains relatively low among topperforming countries. On the other hand, when examining students' perceptions of school life, Korea's ‘students’ sense of belonging at school’ and ‘feeling safe at school’ indices surpass the OECD average. This suggests that Korean students not only feel safer at school but also perceive schools as safer than the OECD average.

❚ Learning in a global crisis
PISA 2022 examined the strategies employed by schools and students to maintain continuity in learning amid the challenges posed by the COVID19 crisis. Upon scrutinizing students' reactions to duration and type of school closure due to COVID-19, it was found that the average duration of disruption in Korea was 1.9 months, notably shorter than the OECD average of 4.4 months. As revealed by a survey assessing their confidence in capacity for self-directed learning in the case of school closures again, Korea's ‘confidence in capacity for self-directed learning’ index was below the OECD average. This indicates that Korean students have lower selfdirected learning efficacy compared to the OECD average.
Furthermore, the ‘feelings about learning during the school closure’ index for Korea was lower than the OECD average, suggesting that Korean students' feelings about learning during the school closure were more negative than the OECD average.
Upon investigating the challenges encountered while completing school assignments during the school closure, Korea's ‘problems with remote learning’ index was lower than the OECD average. This indicates that Korean students experienced fewer learning difficulties during the school closure than the OECD average. Additionally, when examining the support for learning provided by schools during the school closure, Korea's index for ‘school actions and activities to sustain learning’ was lower than the OECD average.

❚ Readiness to learn in a digital environment
The findings of a survey on the readiness of digital resources indicated that Korean school principals recognised a lack of digital resources and inadequate or poor quality digital resources compared to the OECD average. An investigation into the schools' capacity for digital learning revealed positive changes in teachers' teaching ability, time for class preparation, support resources, and learning support platforms compared to PISA 2018. However, the compensation system for teachers and technical support from professionally qualified staff were found to have not changed significantly.

❚ Policy recommendations
Based on the analysis of the PISA 2022 results, five policy measures are proposed to enhance school education and improve the overall educational environment: Cultivating mathematical literacy through the enhanced statistics education and the improvement of positive values and attitudes;
Enhancing reading literacy through the elaboration of customized educational strategies; Cultivating scientific literacy by promoting inquirybased activities and the science citizen education; Elaborating a postCOVID19 education policy to facilitate the recovery of learning, psychological wellbeing, and sociality; and Establishing a policy for a digitalbased educational innovation to enhance the efficiency of digital resource utilization.

콘텐츠 큐레이션 : 동일주제 가장 많이 이용된 자료 추천

현재 페이지에서 제공되는 연구보고서에 대하여 평가해 주세요

별점5점만점에 5점 별점5점만점에 4점 별점5점만점에 3점 별점5점만점에 2점 별점5점만점에 1점

의견(0)

연구성과에 따른 의견과 무관한 글, 선정적인 글 및 비방글 등의 게시물은 관리자에 의해 언제든 삭제 조치 될 수 있으며, 주민등록번호 형식 및 연속된 숫자 13자리는 입력할 수 없습니다.

입력 가능 Byte : 4000 Byte 현재 입력 Byte : 0 Byte

자동등록방지 숫자를 순서대로 입력하세요.

NKIS 국가정책연구포털

연구성과

국책연구동향

NKIS 통계

게시판

NKIS소개

연구성과

국책연구동향

NKIS 통계

게시판

NKIS소개

연구보고서

OECD 국제 학업성취도 평가 연구: PISA 2022 결과 보고서 (RRE 2023-10)

OECD Programme for International Student Assessment: An Analysis of PISA 2022 Results

국문초록

영문초록

목차

콘텐츠 큐레이션 : 동일주제 가장 많이 이용된 자료 추천

연구보고서

정책연구자료

세미나

현재 페이지에서 제공되는 연구보고서에 대하여 평가해 주세요

의견(0)