PISA - Quality Time for Students: Learning in and out of School
What are the ideal conditions to ensure that students use their learning time efficiently? What can schools do to maximise the learning that occurs during the limited amount of time students spend in class? In what kinds of lessons does learning time reap the most benefits? And how can this be determined? Find the answers to these questions in this report which focuses on how students use learning time, both in and out of school.
This report analyses the results of an electronically-delivered test in science literacy pioneered by PISA in Denmark, Iceland and Korea. It presents 15-year-olds' achievement scores and explains the impact of information communication technologies on both males' and females' science skills
Iboamerica in PISA 2006 focuses on the peformance of eight Iberoamerican countries in PISA 2006: two European countries, Spain and Portugal, and six from Latin America: Argentina, Brazil, Chile, Colombia, Mexico and Uruguay.
The High Cost of Low Educational Performance
This report uses recent economic modelling to relate cognitive skills – as measured by PISA and other international instruments – to economic growth, demonstrating that relatively small improvements to labour force skills can largely impact the future well-being of a nation.
Equally prepared for life? How 15-year-old boys and girls perform in school
School students are still being held back by gender perceptions - in most countries, girls and boys now show similar results in PISA. But systematic assessment of gender differences shows that students are still being held back by their own gender-related perceptions.
Which factors contribute to the successful performance of students in science? "Top of the Class" provides some answers by exploring how the academic achievement of students relates to the characteristics of individual students, schools and education systems.Green at Fifteen? How 15-year-olds perform in environmental science and geoscience in PISA 2006
Teenagers in OECD countries are mostly well aware of environmental issues but often know little about their causes, raising questions about how well societies will be equipped to tackle such challenges in the future, according to "Green at Fifteen"?.
Curious to know the kinds of questions students taking the PISA test have answered? "PISA Take the Test" presents all the publicly available questions from the PISA surveys. Some of these questions were used in the PISA 2000, 2003 and 2006 surveys and others were used in developing and trying out the assessment.
This is an essential tool for researchers to understand the PISA databases and perform analyses in accordance with the complex methodologies used to collect and process the data.
Learn about the methodology underlying the PISA 2006 survey. The "PISA 2006 Technical report" provides a level of detail that allows researchers to understand and replicate its analyses.
PISA 2006: Science Competencies for Tomorrow’s World presents the results from the most recent PISA survey, which focused on science and also assessed mathematics and reading. It is divided into two volumes.
Volume 1: Analysis gives the most comprehensive international picture of science learning today, exploring not only how well students perform, but also their interests in science and their awareness of the opportunities that scientific competencies bring as well as the environment that schools offer for science learning. It places the performance of students, schools and countries in the context of their social background and identifies important educational policies and practices that are associated with educational success. By showing that some countries succeed in providing both high quality education and equitable learning outcomes, PISA sets ambitious goals for others.
Volume 2: Data presents the PISA 2006 full data set underlying Volume 1.
Assessing Scientific, Reading and Mathematical Literacy: A Framework for PISA 2006
This publication presents the conceptual framework underlying the Programme for International Student Assessment's (PISA) 2006 survey. It includes a re-developed and expanded framework for scientific literacy, an innovative component on the assessment of students' attitudes to science and the frameworks for the assessment of reading and mathematics. Within each domain, the framework defines the content that students need to acquire, the processes that need to be performed, and the contexts in which knowledge and skills are applied. Sample tasks are also provided.