PISA 2015 Results (Volume V)

Collaborative Problem Solving

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.

Published on November 21, 2017Also available in: French

In series:PISAview more titles

SUMMARIESavailable in 26 languages

English PISA 2015 Results (Volume V) (Summary in English)
French Résultats du PISA 2015 (Volume V)
Spanish Resultados de PISA 2015 (Volumen V)
German Ergebnisse von PISA 2015 (Band V)
Japanese 2015年OECD生徒の学習到達度調査(PISA 2015)(第5回)の調査結果
Italian Risultati PISA 2015 (Volume V)
Chinese 2015年国际学生评估项目结果(第五卷)
Czech Výsledky hodnocení PISA za rok 2015 (díl V)
Danish PISA 2015-resultater (Bind V)
Dutch PISA 2015 Resultaten (Volume V)
Estonian 2015. aasta PISA uuringu tulemused (osa V)
Finnish PISA 2015 Tulokset (V Osa)
Greek PISA 2015 Αποτελέσματα (Τόμος V)
Hebrew תוצאות מבחני פיז"ה לשנת 2015 (כרך 5)
Hungarian 2015. évi PISA-eredmények (V. kötet)
Icelandic Niðurstöður PISA 2015 (V. bindi)
Korean 2015년 국제학생평가프로그램 결과 (제5권)
Latvian PISA (Starptautiskā skolēnu novērtēšanas programma ) 2015. gada rezultāti (V sējums)
Norwegian Resultater fra PISA 2015 (volum V)
Polish Wyniki badania PISA 2015 (Część V)
Portuguese Resultados PISA 2015 (Volume V)
Russian Результаты PISA 2015 (Том V)
Slovak Výsledky prieskumu PISA z roku 2015 (zväzok V)
Slovene Rezultati PISA 2015 (Letnik 5)
Swedish PISA 2015 Results (Volume V)
Turkish 2015 PISA Sonuçları (V. Bölüm)


Executive summary
Reader's guide
What is PISA?
Overview: Collaborative problem solving
What is collaborative problem solving?
Performance in collaborative problem solving
Student demographics and performance in collaborative problem solving
Students' attitudes towards collaboration
Student activities, school practices and collaboration
Collaborative schools, collaborative students
What the PISA 2015 results on collaborative problem solving imply for policy
Annex3 chapters available
PISA 2015 Technical Background
PISA 2015 data
The development and implementation of PISA: A collaborative effort
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See also "Girls outperform boys in collaborative problem solving"


SAS (TM) Data Files (compressed) - Collaborative Problem Solving (41MB)

SPSS (TM) Data Files (compressed) - Collaborative Problem Solving (33MB)



Girls better than boys at working together to solve problems, finds new OECD PISA  global education survey


Are school systems ready to develop students’ social skills?

Country notes

France (French) (English)
Germany (English) (German)
United Kingdom

Countries and economies who participated

In total 52 countries and economies participated in the 2015 assessment of collaborative problem solving.

OECD countries: Australia, Austria, Belgium, Canada, Chile, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Israel, Italy, Japan, Korea, Latvia, Luxembourg, Mexico, the Netherlands, New Zealand, Norway, Portugal, the Slovak Republic, Slovenia, Spain, Sweden, Turkey, the United Kingdom and the United States.

Partner countries and economies: Beijing-Shanghai-Jiangsu-Guangdong (China), Brazil, Bulgaria, Colombia, Costa Rica, Croatia, Cyprus*, Hong Kong (China), Lithuania, Macao (China), Malaysia**, Montenegro, Peru, the Russian Federation, Singapore, Chinese Taipei, Thailand, Tunisia, the United Arab Emirates and Uruguay.

 *Note by Turkey: The information in this document with reference to « Cyprus » relates to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Turkey recognises the Turkish Republic of Northern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Turkey shall preserve its position concerning the “Cyprus issue”.
Note by all the European Union Member States of the OECD and the European Union: The Republic of Cyprus is recognised by all members of the United Nations with the exception of Turkey. The information in this document relates to the area under the effective control of the Government of the Republic of Cyprus.
 ** Coverage is too small to ensure comparability. Results are included in tables and a selection of figures. 

PISA in Focus

PISA Volume V: Collaborative problem-solving results in focus

How does PISA measure students’ ability to collaborate? A short description of how PISA assesses collaborative problem solving.




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TopClass Podcast  - What collaborative problem solving can tell us about students' social skills