A Comparative Evaluation of Pisa 2003-2006 Results in Reading Literacy Skills: An Example of Top-Five OECD Countries and Turkey

Aydin A., Erdag C., Tas N.

KURAM VE UYGULAMADA EGITIM BILIMLERI, vol.11, no.2, pp.665-673, 2011 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 11 Issue: 2
  • Publication Date: 2011
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.665-673
  • Eskisehir Osmangazi University Affiliated: Yes


In this study it is aimed to describe and evaluate comparatively the reading literacy exam results, the finance of education and schools, and socio-cultural status of parents inTurkey and the top-five OECD countries, Finland, Korea, Canada, Australia, New Zealand respectively, in the light reports and publications by OECD regarding PISA 2003 and 2006 evaluations. Pisa evaluation studies are helpful to understand the current outcomes of the educational systems and will definetly enhance the quality of future educatioanl policies with the help of comparison between the accomplishments of the rival countries. In this descriptive study, the data regarding Pisa results and country statistics have been obtained from the online OECD publications. It is observed that higher rate of sudents in Turkey has lower level reading skills, and a small rate of its students can accomplish high level reading skills contrary to the situation in the top-five OECD countries. Great majority of Turkish students lacks of advance skills such as working with abstract ideas, critical thinking, making links with the inferred knowledge with daily experiences. On the other hand, Turkish educational system is below the standarts of OECD countries in terms of educational sources because of lower level finance in education and schools, higher number of students per class and teacher, less amount of teacher salaries, which all paralel to its low level economic wealth. Moreover, Turkish citizens have low level of socio-cultural status with respect to other OECD countries in that most of Turkish students do not attend high school level education, and a great majority of parents, both mothers and fathers, have lower level of education.