PISA 2018 Fact Sheet
- 2014: framework development
- 2015: instrument development
- 2017: field trial
- 2018: main study data collection
- December 2019: release of initial international reports
- December 2019: release of initial international database
- May 2020: release of financial literacy report and data
- October 2020: release of global competence report and data
- 2021-2022: release of thematic reports
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 2018, global competence)
- Possible inclusion of 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.
- Reading / Reading literacy / Language
- Mathematics / Mathematical literacy
- Science / Scientific literacy
- Global Competence
- Financial literacy
- Text formats
Global competence framework
- Cognitive process
Financial literacy framework
Context questionnaire framework
- Student background constructs
- Schooling constructs (system, school, and classroom levels)
- Non-cognitive/metacognitive constructs (covering both reading-related and general topics)
- Quality of life indicators (objective, subjective)
- Quality of life dimensions (life as a whole, self, school environment, out-of-school environment)
79 participating countries and economies, including 37 OECD countries.
OECD: Australia, Austria, Belgium, Canada, Chile, Colombia, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Israel, Italy, Japan, Korea, Latvia, Lithuania, Luxembourg, Mexico, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Turkey, United Kingdom, United States
Partners: Albania, Argentina, Baku (Azerbaijan), Belarus, Bosnia and Herzegovina, Brazil, Brunei Darussalam, Beijing-Shanghai-Jiangsu-Zhejiang (China), Bulgaria, Costa Rica, Croatia, Cyprus, Dominican Republic, Georgia, Hong Kong (China), Indonesia, Jordan, Kazakhstan, Kosovo, Lebanon, Macao (China), Malaysia, Malta, Republic of Moldova, Montenegro, Morocco, Republic of North Macedonia, Panama, Peru, Philippines, Qatar, Romania, Russian Federation, Saudi Arabia, Serbia, Singapore, Chinese Taipei, Thailand, Ukraine, United Arab Emirates, Uruguay, Viet Nam
15-year-old students enrolled in an educational institution at Grade 7 or higher in their respective countries and economies
Approximately 600,000 students
Student achievement tests
- Paper-based: 10 countries/economies
- Computer-based: 69 countries/economies
- Reading, Mathematics and Science (all countries and economies participated)
- Global Competence (27 countries and economies testing on computers participated)
- Financial literacy (21 countries and economies testing on computers participated)
- Student questionnaire
- School questionnaire (for school principals)
- Parent questionnaire (optional)
- Teacher questionnaire (optional)
- Information and communication technology (ICT) familiarity questionnaire (for students, optional)
- Educational career questionnaire (for students, optional)
- Well-being questionnaire (for students, optional)
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