PISA Reading, Science, and Mathematics Literacy Sample Clauses

PISA Reading, Science, and Mathematics Literacy. ‌ As for reading literacy, according to PISA it can be described in the following way. Reading literacy is comprehending, utilizing, assessing, “reflecting on, and engaging with texts” so that one may accomplish their purpose, broaden their horizon, increase their capability, and take part in community (OECD, 2019b, p. 34). Reading is an important skill in different domains of life. For example, it can include areas such as communication, defining locations, participants, time of particular events, or the reasons behind all of these concepts. Therefore, PISA pays close attention to reading literacy since the current age of technology shapes the way people study, work, and communicate. Consequently, it can be observed that the role of digitization is important since the PISA 2018 survey was delivered via computer-based assessment. Thus, digitization underscores the importance of reading as an important skill in student development (OECD, 2019b). As for science literacy, the OECD defines that it is the capability “to engage with science-related issues” along with the concepts “as a reflective citizen” (OECD, 2016, p. 28). Furthermore, a scientifically educated person is likely to participate in discussions concerning science and technology and is more likely to define phenomena and explain data and confirmation scientifically, as well as assess and create scientific inquiry (OECD, 2019b). Concerning math literacy, according to the PISA report, it is “students’ capacity to formulate, employ and interpret mathematics” in the course of diverse circumstances(OECD 2019b, p. 27). Math literacy is related to an ability to reason mathematically and apply mathematical concepts, operations, cases, and instruments to interpret and anticipate phenomena (OECD, 2019b). The focus will now be drawn to the history of PISA in Kazakhstan.
Sample 1
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Related to PISA Reading, Science, and Mathematics Literacy

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