PASEC 2019 Framework

Assessment or survey framework

STUDENTS

Grade 2
  • Language 
    • Listening comprehension
      • Understanding vocabulary
      • Recognizing vocabulary 
      • Recognizing word families
      • Understanding a text
    • Reading-decoding
      • Reading letters
      • Recognizing syllables
      • Reading words
    • Reading comprehension
      • Decoding the meaning of words
      • Reading and understanding sentences
      • Understanding a text

 

  • Mathematics
    • Arithmetic
      • Counting to 100 
      • Recognizing figures and numbers 
      • Quantifying objects 
      • Distinguishing quantities of objects 
      • Arranging numbers in order - (the largest) 
      • Arranging numbers in order - (the smallest) 
      • Completing number series 
      • Adding and subtracting 
      • Solving problems
    • Geometry, space, and measurement
      • Recognizing geometric shapes 
      • Determining spatial location
      • Appraising sizes
 
GRADE 6
  • Language 
    • Comprehension of isolated words and sentences
      • Graphophonological recognition of words (letters, syllables, graphemes, and phonemes)
      • Decoding the meaning of isolated words and sentences
    • Reading comprehension
      • Reading
        • Narrative texts
        • Informative texts and documents (main part)
      • Extracting information
      • Performing simple inferences
      • Combining and interpreting information

 

  • Mathematics
    • Arithmetic
      • Knowledge and understanding of the
        • Sequence of operations
        • Properties of the four operations 
      • Operations on numbers such as adding, subtracting, multiplying, and dividing
      • Understanding of decimals and percentages
    • Measurement and size 
      • Knowledge and understanding of units of measurement for length, mass, capacity, angle, duration, and the conversion of these measurement units
      • Calculations of size (length, duration, mass, capacity, angle, area, volume) in different contexts, in particular using plane geometric figures (triangles, rectangles, squares, parallelograms, disks) and solids (cubes or rectangular parallelepipeds)
    • Geometry and space
      • Recognition of the properties of
        • Two- or three-dimensional geometric shapes 
        • Geometric relations and transformations
      • Spatial position and representation 

 

TEACHERS

  • Language
    • Reading comprehension
      • Proficiency in the language of instruction
      • Understanding of the meaning of the text
      • Knowledge of the structures of the language
    • Reading comprehension didactics: analysis of a reading comprehension learning situation, including the ability to 
      • Identify the objectives
      • Make choices to ensure a good fit between a learning objective and an exercise
      • Identify and analyze types of errors in students’ work in this area

 

  • Mathematics
    • Knowledge and skills in mathematics
      • Arithmetic, sizes, and measurements
      • Geometry and space
    • The didactics of mathematics: analysis of a mathematics learning activity, including the ability to 
      • Identify the objectives
      • Make choices to ensure a good fit between a learning objective and an exercise
      • Identify and analyze types of errors in students’ work
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Contextual or background framework
  • National context
    • Socio-economic and geographical context
    • Curricula and official schooling time
    • Multilingualism and language of instruction
    • Learning assessment policy 
    • Education model and schooling

 

  • Student characteristics
    • Socio-economic status of the family
    • Student gender
    • Presence of parents
    • Support for students with homework
    • Literacy of parents or guardians and presence of books at home
    • Student nutrition at the end of primary education
    • Work outside school hours at the end of primary education
    • Educational career

 

  • Teacher characteristics and perceptions
    • Characteristics
      • Teacher gender
      • Seniority
      • Academic level
      • Professional training (pre-service education)
      • Continuing and complementary training 
      • Area of mathematics to which teachers devote the most teaching time 
      • Level of classroom equipment
    • Perceptions of
      • Material and pedagogical conditions
      • Harassment or bullying at school
      • School management, professional and community relations
      • Salary conditions
      • Opportunities for promotion and training

 

  • School and classroom environment
    • School location
    • School status 
    • Local facilities
    • School infrastructure
    • Educational and health resources (class size, supplies for teaching, libraries, first aid equipment and health actions)
    • Classroom equipment

 

  • School principal characteristics
    • Principal gender 
    • Seniority
    • Academic level
    • In-service training
    • Inspection of schools
    • Organization of meetings with students’ parents
    • Establishment of an incentive system for the top-performing students
    • Organization of extra hours for low-performing students
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Other sources
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