Savanna Hoffman
The Programme for International Student Assessment (PISA) is a worldwide study that evaluates the educational systems of participating countries. It was first conducted in 2000 and has since been repeated every three years. PISA assesses 15-year-old students' literacy in reading, mathematics, and science, as well as their problem-solving and functional skills. The aim of PISA is to provide comparable data to enable countries to improve their education policies and outcomes.
| Characteristics | Values |
|---|---|
| Administering body | Organisation for Economic Co-operation and Development (OECD) |
| Focus | 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy |
| Frequency | Every 3 years since 2000; to change to a 4-year cycle after 2025 data collection |
| Duration | 6.5 hours of assessment material |
| Optional domains | Financial literacy |
| Participants | At least 40 countries |
| Questionnaire | Students' background, learning habits, motivation, and family |
| School directors' description of school demographics, funding, etc. | |
| Impact | Increasingly used in education policymaking at national and international levels |
| Challenging deeply embedded educational practices | |
| Justifying reforms in teacher assessment and policies for 'gifted' students |
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What You'll Learn
PISA's impact on national policies
The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) that evaluates educational systems by measuring 15-year-old students' performance in mathematics, science, and reading. It is conducted once every three years and provides countries with comparable data, enabling them to improve their education policies and outcomes.
PISA has had a significant impact on national policies and practices in various countries. Its assessment framework and findings have influenced national policies and practices in assessment, evaluation, curriculum standards, and performance targets. For example, PISA data has been used to justify reforms in teacher assessment and the discourse around pupils repeating a year, even though the assessments themselves may not directly connect to these issues. Countries that perform well on PISA, such as Finland, tend to interpret the results as validation of their existing policies and political positions.
The OECD, which coordinates PISA, provides remote guidance to national policymakers by reporting PISA results and global rankings. These results can motivate countries to follow OECD policy recommendations or launch new reforms. PISA acts as a form of control for effective governance through information and indicators, and its impact on global basic education reform is well-recognised.
PISA has also generated new knowledge about education, challenging deeply embedded practices such as the early tracking of students into vocational or academic pathways. It provides a common reference point connecting academic research in education with public policy, mediating between different strands of knowledge in these fields. However, the knowledge created by PISA may not always align with government reform agendas, leading to inappropriate uses of assessment data.
While PISA has had a notable impact on national policies, it is important to note that its influence is not uniform across all countries. The interpretation and utilisation of PISA results vary, and some countries may combine PISA with complementary national tests. For example, Germany administers a national test called PISA-E the day after the international PISA assessment.
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PISA's reading literacy test
The Programme for International Student Assessment (PISA) is a worldwide study that evaluates the educational systems of various countries. It was first introduced in 2000 and has since been conducted every three years. The study is coordinated by the Organisation for Economic Co-operation and Development (OECD) and focuses on 15-year-old students, measuring their literacy in reading, mathematics, and science. The major domain of study rotates between these three subjects in each cycle, with optional domains such as financial literacy also included.
The reading literacy test within PISA is inspired by the IEA's Progress in International Reading Literacy Study (PIRLS). It aims to assess the reading comprehension and literacy skills of students. The test typically consists of a combination of texts and questions, with a focus on evaluating students' ability to understand and interpret written information. The texts used in the test may vary in length and complexity and can include a range of genres, such as narrative, expository, or persuasive texts.
The questions in the reading literacy test assess different aspects of reading comprehension. They may include a mix of multiple-choice and open-ended questions that require students to demonstrate their understanding of the text. For example, students may be asked to identify the main idea or theme of a passage, make inferences based on the information provided, interpret the author's purpose or tone, or analyse the structure or language used in the text.
In addition to the reading passages and comprehension questions, the PISA reading literacy test may also include a vocabulary or language section. This section might assess students' understanding of vocabulary in context, their ability to identify synonyms or antonyms, or their knowledge of word origins and derivations. Moreover, the test may evaluate students' ability to analyse and interpret visual information, such as graphs, charts, or diagrams, as well as their ability to synthesise information from multiple sources.
The PISA reading literacy test is designed to challenge students and evaluate their reading skills at an international level. It provides valuable data that can be used by educators and policymakers to improve education systems and promote effective teaching practices. By comparing the results across different countries, educators and researchers can identify successful educational approaches and implement evidence-based reforms to enhance student learning and reading comprehension globally.
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Mathematics literacy test
The Programme for International Student Assessment (PISA) is a worldwide study that evaluates the educational systems of member and non-member nations of the Organisation for Economic Co-operation and Development (OECD). The assessment measures 15-year-old students' reading, mathematics, and science literacy, with an additional focus area that rotates between cycles—for instance, collaborative problem-solving in 2012 and 2015, and global competence in 2018. PISA also offers optional domains, such as financial literacy.
PISA is conducted once every three years, with a four-year interval planned after the 2025 data collection. The assessment consists of six and a half hours of material, including a cognitive test and a questionnaire on the student's background, learning habits, motivation, and family. The mathematics literacy test, in particular, assesses students' ability to apply their mathematical knowledge to solve problems set in real-world contexts. This means that students must demonstrate not only their mathematical competencies but also their understanding of mathematical concepts and their ability to apply them in practical ways.
The PISA mathematics literacy test does not focus on traditional classroom content, such as the understanding of fractions, decimals, and their relationships, which is typically measured by the Trends in International Mathematics and Science Study (TIMSS). Instead, PISA aims to evaluate how students can utilise their mathematical knowledge in real-life scenarios, reflecting on the application of education to practical problems and lifelong learning.
The test booklets used in PISA are designed to allow for meaningful comparisons between students. Raw scores are scaled so that the OECD average in each domain (mathematics, reading, and science) is 500, with a standard deviation of 100. This scaling method was introduced in the initial PISA cycle and has been maintained through IRT scale-linking methods in subsequent cycles.
PISA's findings have had a significant impact on educational policies and practices worldwide. They have challenged traditional educational practices and provided a common reference point for academic research and public policy. However, there are concerns about the misuse of PISA data to justify reforms that may not be directly supported by the assessments, as well as the potential influence of those setting the PISA tests on global education debates and reforms.
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Science literacy test
The Programme for International Student Assessment (PISA) is a worldwide study that evaluates the educational systems of member and non-member nations of the Organisation for Economic Co-operation and Development (OECD). The assessment measures 15-year-old students' reading, mathematics, and science literacy.
The PISA science literacy test assesses students' competencies and knowledge in specific contexts that raise issues and choices relevant to science and environmental education. The contexts are chosen based on the knowledge and understanding that 15-year-old students are likely to have acquired, and are relevant to their interests and lives. The test focuses on situations relating to science and technology, and may include historical contexts to assess students' understanding of the processes and practices involved in advancing scientific knowledge.
The PISA 2025 science framework defines three science competencies and three environmental science competencies that are developed through science education. These include the ability to explain the impact of human interactions with Earth's systems and to make informed decisions to act based on the evaluation of diverse sources of evidence to sustain the environment. Students are also expected to demonstrate respect for diverse perspectives in seeking solutions to socio-ecological crises.
The PISA mathematics literacy test, on the other hand, requires students to apply their mathematical knowledge to solve problems set in real-world contexts. This involves activating multiple mathematical competencies and content knowledge. PISA also offers optional domains such as financial literacy and includes measures of general or cross-curricular competencies, such as collaborative problem-solving.
The assessment is conducted every three years, with each cycle focusing on one of the three major domains: mathematics, science, or reading. The results provide comparable data that can help countries improve their education policies and outcomes.
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Optional domains, such as financial literacy
The Programme for International Student Assessment (PISA) is a worldwide study that evaluates the educational systems of member and non-member nations of the Organisation for Economic Co-operation and Development (OECD). It aims to measure the scholastic performance of 15-year-old students in three major domains: mathematics, science, and reading. These subjects are assessed every three years, with one subject receiving a major focus in each cycle.
In addition to these core subjects, PISA offers optional domains that provide an opportunity to delve into specific areas of interest. One such optional domain is financial literacy, which has been included in the assessment four times, including in 2022. Financial literacy is an important skill for students to acquire as they near the end of their compulsory schooling, and it involves understanding and applying financial concepts in practical contexts.
The financial literacy domain assesses students' knowledge and skills related to personal finance and economic decision-making. It covers topics such as money management, budgeting, saving and investing, and financial risk assessment. By evaluating students' financial literacy, educators and policymakers can gain insights into the effectiveness of financial education programmes and identify areas where improvements can be made.
The inclusion of financial literacy as an optional domain in PISA reflects a growing recognition of its importance in the modern world. Financial literacy skills are essential for individuals to make informed decisions about their personal finances, such as managing their money effectively, understanding interest rates and loans, and planning for long-term financial goals. It also empowers individuals to navigate an increasingly complex economic landscape, where financial products and services are becoming more diverse and sophisticated.
The optional domain on financial literacy in PISA has had a significant impact on education policies and practices. For example, in the United States, which participated in the financial literacy domain in 2022, the assessment results provided valuable insights into the financial knowledge and skills of American students. This information can be used to inform curriculum development and enhance financial education programmes at the national and state levels. By offering the optional financial literacy domain, PISA provides countries with valuable data and a common reference point to improve financial literacy education and empower young individuals to make informed financial choices.
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