TIMSS and PISA are slightly different in nature and purpose: TIMSS assesses curriculum content knowledge in Years 4 and 8, while PISA assesses the ability to apply this knowledge to realistic problems among 15-year-olds. The concurrent implementation of TIMSS and PISA indicates that not only are students not improving their knowledge of the maths and science curriculum, they are becoming less capable at applying this knowledge.
It would be a mistake to jump to the conclusion that students need more "problem-based learning". One finding that stands out in a multiple country analysis of PISA results is that teacher-directed instruction is related to higher mean scores in science, while inquiry-based learning approaches are associated with lower mean scores. Furthermore, students in countries with more teacher-directed instruction were more likely to express an expectation to work in a science-related occupation.
These findings suggest Australia's inquiry-based learning approaches to improve achievement with maths and science by developing student "engagement" - often at the expense of learning facts and concepts - is misguided and detrimental. Confidence in these domains is the result of competence, not the reverse.
The same is true in reading instruction. The majority of children will not learn to read through whole language-based approaches that operate on the false assumption that encouraging enjoyment of reading among children is more important than actually teaching them to read through explicit instruction in the foundational elements of written language. Children cannot enjoy reading if they cannot read.
The Productivity Commission's report on evidence in education published earlier this year noted that research on effective educational practice is disconnected from classrooms. The TIMSS and PISA results demonstrate the consequences of this problem for Australian students.
