PISA 2015 OUTCOME MEASURES
Major domain
- Science / Scientific literacy
Minor domains
- Reading / Reading literacy / Language
- Mathematics / Mathematical literacy
- Collaborative Problem Solving
Optional
- Financial 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
Science
Science knowledge subscales
- Content
- Procedural
- Epistemic
Science competency subscales
- Explain phenomena scientifically
- Evaluate and design scientific enquiry
- Interpret data and evidence scientifically
Science system subscales
- Physical
- Living
- Earth and space
Reading
Mathematics
Collaborative problem solving
Financial literacy
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, the index was 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 values of the index 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
- Interest in broad science topics
- Epistemological beliefs
- Sense of belonging to school
- Teacher-directed science instruction
- Perceived feedback
- Adaption of instruction
- Teacher support in science classes
- Disciplinary climate in science classes
- Achieving motivation
- Enjoyment of science
- Science self-efficacy
- Science activities
- Instrumental motivation
- Index of economic, social and cultural status
- Home possessions
- Inquiry-based science teaching and learning practices
- Test anxiety
- Enjoy cooperation
- Value cooperation
- Environmental awareness
- Environmental optimism
- Cultural possessions at home
- Home educational resources
- ICT Resources
- Family wealth
- Parents emotional support
School-level scale indices
- School resources
- Shortage of educational staff
- Shortage of educational material
- Educational leadership
- Educational leadership
- Curricular development
- Instructional leadership
- Professional development
- Teachers participation
- School climate
- Student-related factors affecting school climate
- Teacher-related factors affecting school climate
Optional ICT familiarity questionnaire scale indices
- ICT use outside of school leisure
- ICT use outside of school for schoolwork
- Use of ICT at school in general
- Students’ ICT Interest
- Students’ Perceived ICT Competence
- Students’ Perceived Autonomy related to ICT Use
- Students’ ICT as a topic in Social Interaction
Optional parent questionnaire scale indices
- Child’s past science activities
- Parental current support for learning at home
- Parental emotional support
- School policies for parental involvement
- Parents perceived school quality
- Parents’ view on science
- Parents concerns regarding environmental topics
- Parents’ view on future environmental topics