PISA - Program for International Student Assessment Innovative Domain: Global Competence Questions and Answers — Questions and Answers
Question 1: A high school class is discussing the global impact of fast fashion. One student, whose family works in the textile industry, argues that it provides essential jobs in developing countries. Another student presents data on the industry's environmental pollution and poor labor conditions. A globally competent student would be best able to:
- Decide which of the two viewpoints is factually correct and argue against the other.
- Synthesize both perspectives to acknowledge the complex economic and ethical trade-offs involved. (Correct answer)
- Conclude that the issue is too complex to have a valid opinion.
- Focus only on the environmental impact as it is the most significant global issue.
Correct answer: Synthesize both perspectives to acknowledge the complex economic and ethical trade-offs involved.
PISA's framework for global competence emphasizes the ability to understand and appreciate different perspectives and world views. This involves recognizing that complex global issues have multiple facets and that different stakeholders may have valid, though conflicting, viewpoints. Synthesizing these perspectives to understand the complexity demonstrates a higher level of cognitive skill than simply choosing one side.
Question 2: The PISA framework defines global competence as a multidimensional capacity. Which of the following is NOT one of the four core dimensions of global competence?
- To examine issues of local, global, and intercultural significance.
- To achieve fluency in at least two foreign languages. (Correct answer)
- To engage in open, appropriate, and effective interactions across cultures.
- To take action for collective well-being and sustainable development.
Correct answer: To achieve fluency in at least two foreign languages.
While language skills can contribute to global competence, PISA's framework does not define multilingual fluency as a core dimension. The four dimensions are: 1) examine issues of local, global, and intercultural significance; 2) understand and appreciate the perspectives and worldviews of others; 3) engage in open, appropriate, and effective interactions across cultures; and 4) take action for collective well-being and sustainable development.
Question 3: A student is working on a group project with an exchange student from a culture where it is considered impolite to directly disagree with others in a group setting. The exchange student remains quiet and nods during brainstorming, even when they seem hesitant. The most globally competent approach for the first student to take is to:
- Privately and respectfully ask the exchange student for their thoughts, creating a comfortable space for them to share. (Correct answer)
- Directly ask the exchange student in front of the group why they are not contributing ideas.
- Assume the exchange student's silence means they agree with all the ideas presented.
- Report to the teacher that the exchange student is not participating in the project.
Correct answer: Privately and respectfully ask the exchange student for their thoughts, creating a comfortable space for them to share.
This scenario assesses the dimension of 'Engaging in open, appropriate, and effective interactions across cultures'. The correct approach demonstrates an awareness of potential cultural differences in communication styles and seeks a respectful and effective way to include the team member, rather than making assumptions or creating a confrontational situation.
Question 4: Within the PISA framework for global competence, the dimension 'Take action for collective well-being and sustainable development' primarily involves a student's capacity to:
- Identify and analyze the causes of a global problem like poverty.
- Understand and articulate the viewpoints of different cultural groups on climate change.
- Critically evaluate the reliability of information found online about a human rights issue.
- Reflect on their potential role and responsibility in addressing local and global challenges. (Correct answer)
Correct answer: Reflect on their potential role and responsibility in addressing local and global challenges.
The 'Take action' dimension is about moving from awareness to engagement. It assesses a student's sense of agency and their ability to consider how their own actions can contribute to improvements, reflecting on their responsibility as a global citizen. The other options relate more to the dimensions of 'Examining issues' or 'Understanding perspectives'.
Question 5: A student is presented with two online articles about a recent international trade agreement. One article, from a government agency, highlights the economic benefits. The other, from a non-governmental organization, focuses on the negative impact on small farmers. The PISA cognitive assessment of global competence would most likely ask the student to:
- State their personal feelings about the trade agreement.
- Evaluate the purpose and intended audience of each source to understand their different perspectives. (Correct answer)
- Memorize the key statistics presented in both articles.
- Choose which article is more interesting to read.
Correct answer: Evaluate the purpose and intended audience of each source to understand their different perspectives.
A key cognitive process in the PISA global competence assessment is the ability to evaluate information, sources, and perspectives. This involves recognizing that sources have different purposes and biases which influence how they present information. This skill is crucial for making sense of complex global issues by analyzing data and arguments from multiple viewpoints.
Question 6: According to the PISA 2018 framework, the ultimate purpose of fostering global competence in students is to equip them to:
- Compete effectively in the international job market.
- Appreciate foreign art, music, and literature at a higher level.
- Thrive in an interconnected world and promote collective well-being. (Correct answer)
- Pass standardized tests on world history and geography.
Correct answer: Thrive in an interconnected world and promote collective well-being.
The PISA definition states that global competence is the capacity to "...act for collective well-being and sustainable development." This highlights the framework's focus on preparing students to be constructive, responsible, and engaged citizens who can contribute to more inclusive and sustainable societies, not just for personal economic gain or academic knowledge.
PISA - Program for International Student Assessment Innovative Domain: Global Competence Questions and Answers
A high school class is discussing the global impact of fast fashion.
One student, whose family works in the textile industry, argues that it provides essential jobs in developing countries.
Another student presents data on the industry's environmental pollution and poor labor conditions.
A globally competent student would be best able to: