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This sixth volume of PISA 2012 results examines 15-year-old students’ performance in financial literacy in the 18 countries and economies that participated in this optional assessment. It also discusses the relationship of financial literacy to students’ and their families’ background and to students’ mathematics and reading skills. The volume also explores students’ access to money and their experience with financial matters. In addition, it provides an overview of the current status of financial education in schools and highlights relevant case studies.
This fourth volume of PISA 2012 results examines how student performance is associated with various characteristics of individual schools and of concerned school systems. It discusses how 15-year old students are selected and grouped into different schools, programmes, and education levels, and how human, financial, educational and time resources are allocated to different schools. The volume also examines how school systems balance autonomy with collaboration, and how the learning environment in school shapes student performance. Trends in these variables between 2003 and 2012 are examined when comparable data are available, and case studies, examining the policy reforms adopted by countries that have improved in PISA, are presented throughout the volume.
The OECD Programme for International Student Assessment (PISA) examines not just what students know in mathematics, reading and science, but what they can do with what they know. This is the first of six volumes that present the results of the 2012 PISA survey, the fifth round of the triennial assessment. It summarises the performance in mathematics, reading and science of students in PISA 2012.
This first volume of PISA 2012 results summarises the performance of students in PISA 2012. It describes how performance is defined, measured and reported, and then provides results from the assessment, showing what students are able to do in mathematics. After a summary of mathematics performance, it examines the ways in which this performance varies on subscales representing different aspects of mathematics literacy. Given that any comparison of the outcomes of education systems needs to take into consideration countries’ social and economic circumstances, and the resources they devote to education, the volume also presents the results within countries’ economic and social contexts. In addition, the volume examines the relationship between the frequency and intensity of students’ exposure to subject content in school, what is known as “opportunity to learn”, and student performance. The volume concludes with a description of student results in reading and science. Trends in student performance in mathematics between 2003 and 2012, in reading between 2000 and 2012, and in science between 2006 and 2012 are examined when comparable data are available. Throughout the volume, case studies examine in greater detail the policy reforms adopted by countries that have improved in PISA.
This report contains a description of the theoretical underpinning of the complex techniques used to create the PISA 2012 database, which includes information on 510 000 students in 65 countries or economies. The database includes not only information on student performance in the main areas of assessment – mathematics, reading, science, problem solving and financial literacy – but also their responses to the Student Questionnaire that they completed as part of the assessment
What is important for citizens to know and be able to do? The OECD Programme for International Student Assessment (PISA) seeks to answer that question through the most comprehensive and rigorous international assessment of student knowledge and skills. The PISA 2015 Assessment and Analytical Framework presents the conceptual foundations of the sixth cycle of the triennial assessment. This revised edition includes the framework for collaborative problem solving, which was evaluated for the first time, in an optional assessment, in PISA 2015.
As in previous cycles, the 2015 assessment covers science, reading and mathematics, with the major focus in this cycle on scientific literacy. Financial literacy is an optional assessment, as it was in 2012. A questionnaire about students’ background is distributed to all participating students. Students may also choose to complete additional questionnaires: one about their future studies/career, a second about their familiarity with information and communication technologies. School principals complete a questionnaire about the learning environment in their schools, and parents of students who sit the PISA test can choose to complete a questionnaire about the home environment. Seventy-one countries and economies, including all 35 OECD countries, participated in the PISA 2015 assessment.
“What is important for citizens to know and be able to do?” The OECD Programme for International Student Assessment (PISA) seeks to answer that question through the most comprehensive and rigorous international assessment of student knowledge and skills. The PISA 2015 Assessment and Analytical Framework presents the conceptual foundations of the sixth cycle of the triennial assessment. Similar to the previous cycles, the 2015 assessment covers science, reading and mathematics, with the major focus on scientific literacy this cycle. Financial literacy is also evaluated as an optional assessment, as it was in 2012.A questionnaire about students’ background is distributed to all participating students. Students may also choose to complete additional questionnaires: one about their future studies and career, a second about their familiarity with information and communication technologies. School principals complete a questionnaire about the learning environment in their schools, and parents of students who sit the PISA test can choose to complete a questionnaire about the home environment. Seventy-one countries and economies, including all 34 OECD countries, participated in the PISA 2015 assessment.
The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries. PISA 2015 Results (Volume I): Excellence and Equity in Education, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It summarises student performance in science, reading and mathematics, and defines and measures equity in education. It focuses on students’ attitudes towards learning science, including their expectations of working in science-related careers. The volume also discusses how performance and equity have evolved across PISA-participating countries and economies over recent years.
The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries. PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It examines how student performance is associated with various characteristics of individual schools and school systems, including the resources allocated to education, the learning environment and how school systems select students into different schools, programmes and classes.
The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries. PISA 2015 Results (Volume III): Students’ Well-Being, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It explores a comprehensive set of well-being indicators for adolescents that covers both negative outcomes (e.g. anxiety, low performance) and the positive impulses that promote healthy development (e.g. interest, engagement, motivation to achieve).
Children spend a considerable amount of time in the classroom: following lessons, socialising with classmates, and interacting with teachers and other staff members. What happens in school – as well as at home – is therefore key to understanding whether students enjoy good physical and mental health, how happy and satisfied they are with different aspects of their life, how connected to others they feel, and the aspirations they have for their future.
The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries. PISA 2015 Results (Volume IV): Students’ Financial Literacy, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It explores students’ experience with and knowledge about money and provides an overall picture of 15-year-olds’ ability to apply their accumulated knowledge and skills to real-life situations involving financial issues and decisions.
Over the past decades, developed and emerging countries and economies have become increasingly concerned about the level of financial literacy of their citizens, particularly among young people. This initially stemmed from concern about the potential impact of shrinking public and private welfare systems, shifting demographics, including the ageing of the population in many countries, and the increased sophistication and expansion of financial services. Many young people face financial decisions and are consumers of financial services in this evolving context. As a result, financial literacy is now globally recognised as an essential life skill.
The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries. PISA 2015 Results (Volume V): Collaborative Problem Solving, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It examines students’ ability to work with two or more people to try to solve a problem. The volume provides the rationale for assessing this particular skill and describes performance within and across countries. In addition, it highlights the relative strengths and weaknesses of each school system and examines how they are related to individual student characteristics, such as gender, immigrant background and socio-economic status. The volume also explores the role of education in building young people’s skills in solving problems collaboratively.
This report presents the conceptual foundations of the OECD Programme for International Student Assessment (PISA), now in its seventh cycle of comprehensive and rigorous international surveys of student knowledge, skills and well-being. Like previous cycles, the 2018 assessment covered reading, mathematics and science, with the major focus this cycle on reading literacy, plus an evaluation of students’ global competence – their ability to understand and appreciate the perspectives and world views of others. Financial literacy was also offered as an optional assessment.
The framework also includes the questionnaires distributed to students and school principals used to elicit information about student backgrounds and the school learning environment, as well as some questionnaires distributed to parents and teachers to assess factors associated with student outcomes. Students in some countries also completed further questionnaires on their educational trajectory, familiarity with information and communications technology, and well-being.
The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume I, What Students Know and Can Do, provides a detailed examination of student performance in reading, mathematics and science, and describes how performance has changed since previous PISA assessments.
The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume II, Where All Students Can Succeed, examines gender differences in student performance, and the links between students’ socio-economic status and immigrant background, on the one hand, and student performance and well-being, on the other.
The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume III, What School Life Means for Students’ Lives, focuses on the physical and emotional health of students, the role of teachers and parents in shaping the school climate, and the social life at school. The volume also examines indicators of student well-being, and how these are related to the school climate.
The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume IV, Are Students Smart about Money?, examines 15-year-old students’ understanding about money matters in the 20 countries and economies that participated in this optional assessment.
The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume V, Effective Policies, Successful Schools, analyses schools and school systems and their relationship with education outcomes more generally. The volume covers school governance, selecting and grouping students, and the human, financial, educational and time resources allocated to teaching and learning. Trends in these indicators are examined when comparable data are available.
The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume VI: Are Students Ready to Thrive in an Interconnected World? explores students’ ability to examine issues of local, global and cultural significance; understand and appreciate the perspectives and worldviews of others; engage in open, appropriate and effective interactions across cultures; and take action for collective well-being and sustainable development. The volume explores students’ outcomes on the cognitive test and corresponding questionnaire in addition to their experiences of global and intercultural learning at school and beyond.
This report presents the conceptual foundations of the OECD Programme for International Student Assessment (PISA), now in its eighth cycle of comprehensive and rigorous international surveys of student knowledge and skills that are essential for full participation in modern societies. As in previous cycles, the 2022 PISA assessment covered reading, mathematics and science, with a major focus on mathematics, plus an evaluation of students’ creative thinking and financial literacy skills. This publication includes the frameworks for assessing mathematics, financial literacy and creative thinking. These chapters outline the content knowledge and skills that students need to acquire in each domain, how each domain is assessed, and the contexts in which this knowledge and these skills are applied. The publication also presents the frameworks for the various questionnaires distributed to students, school principals, parents and teachers, including a new Global Crisis Module (GCM) for students and school principals. It concludes with the framework for the Information and Communication Technologies (ICT) familiarity questionnaire distributed to students.