PISA-D OUTCOME MEASURES
- Mathematical literacy/Mathematics/Numeracy
- Reading/Reading literacy
- Science/Scientific literacy
Scale Creation
- A generalized partial credit IRT model was used to create the achievement scales.
- New scales were standardized with a mean score of 500 and standard deviation of 100 among OECD countries.
- Scales for domains with trends were scaled on a concurrent sample including responses from past PISA waves. A linear transformation was used to equate the resulting scores with those estimated when the scale was created for the first time.
- PISA uses the imputation methodology usually referred to as plausible values (PVs).
- For each scale and subscale, ten plausible values per student were included in the international database.
- Plausible values were imputed using a multi-dimensional model.
List of Achievement Scales
Proficiency scales for were constructed for
Reading
Mathematics
Science
Three types of scales were developed for the PISA-D questionnaire data:
- Scales identical to PISA 2015. These scales used sets of items identical to those used in PISA 2015. They enabled the PISA-D countries to make direct comparisons of their results to those of the countries that participated in PISA 2015.
- Scales that extended those of PISA 2015. These scales used a subset of items from scales used in PISA 2015 as well as new items relevant to PISA-D countries.
- Scales unique to PISA-D. PISA-D included some new scales that were used for the first time in a PISA study.
Scale Creation
Simple indices are the variables that were constructed through the arithmetic transformation or recoding of one or more items in exactly the same way across assessments.
New and trend scale indices are the variables constructed through the scaling of multiple items. Unless otherwise indicated, indices were scaled using a two-parameter item response model (a generalized partial credit model was used in the case of items with more than two categories) and index values correspond to Warm likelihood estimates (WLE).
Scale indices were constructed through the scaling of items. Typically, scale scores for these indices were estimates of latent traits derived through item-response-theory (IRT) scaling of dichotomous or Likert-type items.
Only scale indices are listed below.
List of Background Scales
Student-level scale indices
- Mother’s education (ISCED)
- Highest education of parents (ISCED)
- Father’s education (ISCED)
- Highest education of parents in years
- ISEI (index of occupational status) of father
- ISEI of mother
- Index highest parental occupational status
- Sense of belonging to school
- Household possessions
- Educational, Social and Cultural Status
- Depression
- Levels of depression
- Family resources
- Household poverty index
- Attitudes towards school
- Student attainment
- Supportive student teacher relationships
School-level scale indices
- Classroom disciplinary climate class
- Satisfaction with the current job
- Satisfaction with teaching profession
- Teachers’ views on school leadership
- Teacher expectations for success
- Structured lessons in mathematics
- Instructional resources
- Levels of instructional resources
- Basic school infrastructure
- Levels of school resources
Youth-level scale indices (out-of-school)
- Mother’s education (ISCED)
- Highest education of parents (ISCED)
- Father’s education (ISCED)
- Highest education of parents in years
- ISEI of father
- ISEI of mother
- Index highest parental occupational status
- Household possessions
- Educational, Social and Cultural Status
- ISEI of youth
- ISEI of PMK
- PMK (parent/person most knowledgeable)’s education (ISCED)
- Education of PMK in years
- Depression
- Levels of depression
- Family resources
- Household poverty index
Parent/person most knowledgeable questionnaire scale indices (out-of-school)
- ISEI of PMK
- PMK’s education (ISCED)
- Education of PMK in years