PISA 2022 Fact Sheet

Long title
Programme for International Student Assessment
Frequency of data collection
Every 3 years
Previous cycles
2000, 2003, 2006, 2009, 2012, 2015, 2018
  • 2017: framework development
  • 2018: instrument development
  • 2020 and 2021*: field trial
  • 2022*: main study data collection
  • 2023 (December): release of initial international reports
  • 2023 (December): release of initial international database
  • 2024 (June): release of creative thinking report and data
  • 2024 (June): release of financial literacy report and data
  • 2024 (November): release of the last volume of the initial international reports and data
  • 2025-2026: release of thematic reports

* In March 2020, as many PISA countries/economies were beginning their field trial (FT) administrations, governments around the world shut down businesses, services, and schools due to the COVID-19 pandemic. While a few countries/economies were able to complete their FT in 2020, most were unable to because of the school closures amid the health emergency. As a result, the consortium postponed the FT and main survey (MS) by one year.



To assess the extent to which 15-year-old students have acquired the key knowledge and skills essential for full participation in society.

  • Timeframe: near the end of their compulsory education
  • Assessment domains
    • Focus on the core school subjects of reading, mathematics, and science
    • Inclusion of an innovative domain (in 2022, creative thinking)
    • Financial literacy as optional assessment (for some countries)
  • To ascertain not only whether students can reproduce knowledge, but also to examine how well students can extrapolate from what they have learned and whether they can apply that knowledge in unfamiliar settings, both in and out of school


PISA results offer insights for education policy and practice. They

  • Show educators, policy makers, and the interested public the similarities and differences among education systems – and what that means for students.
  • Reveal what is possible in education by showing what students in the highest-performing and most rapidly improving education systems can do.
  • Help monitor trends in students’ acquisition of knowledge and skills across countries and in demographic subgroups within each country.
Assessment domain(s)

Major domain

  • Mathematics / Mathematical literacy

Minor domains

  • Reading / Reading literacy / Language
  • Science / Scientific literacy
  • Creative thinking


  • Financial literacy
Study framework (summary)

Mathematics framework

  • Processes
  • Content
  • Contexts

Reading framework

  • Processes
  • Text formats
  • Situations

Science framework

  • Contexts
  • Knowledge
  • Competencies

Creative thinking framework

  • Processes
  • Domains

Financial literacy framework

  • Content
  • Process
  • Context

Context questionnaire framework

  • Student background constructs
  • Schooling constructs (system, school, and classroom levels)
  • Non-cognitive/metacognitive constructs (covering both mathematics-related and general topics)

Well-being framework

  • Quality of life indicators (objective, subjective)
  • Quality of life dimensions (life as a whole, self, school environment, out-of-school environment)
Participating entities


81 participating countries and economies, including 37 OECD countries.



OECD: Australia, Austria, Belgium, Canada, Chile, Colombia, Costa Rica, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Israel, Italy, Japan, Korea, Latvia, Lithuania, Mexico, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Türkiye, United Kingdom, United States

Partners: Albania, Argentina, Baku (Azerbaijan), Brazil, Brunei Darussalam, Bulgaria,  Cambodia, Croatia, Cyprus, Dominican Republic, El Salvador, Georgia, Guatemala, Hong Kong (China), Indonesia, Jamaica, Jordan, Kazakhstan, Kosovo, Macao (China), Malaysia, Malta, Republic of Moldova, Mongolia, Montenegro, Morocco, Republic of North Macedonia, Palestinian Authority, Panama, Paraguay, Peru, Philippines, Qatar, Romania, Saudi Arabia, Serbia, Singapore, Chinese Taipei, Thailand, Ukrainian regions (18 of 27), United Arab Emirates, Uruguay, Uzbekistan, Viet Nam     

Target population and sample (summary)

Target population

15-year-old students enrolled in an educational institution at Grade 7 or higher in their respective countries and economies



Some 690 000 students took the assessment in 2022.

* Caution is required when interpreting estimates of the following countries/economies because one or more PISA sampling standards were not met (see Annexes A2 and A4, Volume I, PISA 2022 Results): Australia*, Canada*, Denmark*, Hong Kong (China)*, Ireland*, Jamaica*, Latvia*, the Netherlands*, New Zealand*, Panama*, the United Kingdom* and the United States*.

Data collection techniques and instruments (summary)

Student achievement tests

  • Paper-based: 4 countries/economies
  • Computer-based: 77 countries/economies
  • Domains
    • Reading, mathematics, and science (all countries and economies participated)
    • Creative thinking (64 countries/economies testing on computers participated)
    • Financial literacy (20 countries/economies testing on computers participated)


Background questionnaires

  • Student questionnaire
  • School questionnaire (for school principals)
  • Parent questionnaire (optional)
  • Teacher questionnaire (optional)
  • Information and communication technology (ICT) familiarity questionnaire (for students, optional)
  • Well-being questionnaire (for students, optional)
Study director(s)
Study website(s)

2 rue André Pascal
75775 Paris Cedex 16

E-mail: edu.pisa@oecd.org