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This report presents the conceptual foundations of the OECD Programme for International Student Assessment (PISA), now in its eighth cycle of comprehensive and rigorous international surveys of student knowledge and skills that are essential for full participation in modern societies. As in previous cycles, the 2022 PISA assessment covered reading, mathematics and science, with a major focus on mathematics, plus an evaluation of students' creative thinking and financial literacy skills. This publication includes the frameworks for assessing mathematics, financial literacy and creative thinking. These chapters outline the content knowledge and skills that students need to acquire in each domain, how each domain is assessed, and the contexts in which this knowledge and these skills are applied. The publication also presents the frameworks for the various questionnaires distributed to students, school principals, parents and teachers, including a new Global Crisis Module (GCM) for students and school principals. It concludes with the framework for the Information and Communication Technologies (ICT) familiarity questionnaire distributed to students.

Educational evaluation. --- Programme for International Student Assessment.

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Research on teaching --- International education. --- Programme for International Student Assessment.

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Welche Bedeutung haben die Ergebnisse von Leistungsvergleichsstudien für die Bildungspolitik? PISA 2000 wird zum Beispiel genommen, um dies empirisch zu untersuchen: In vier Bundesländern wird differenziert nachgezeichnet, wie die politischen Akteure auf PISA reagiert haben. Im Ergebnis zeigt sich, dass PISA nur selten neue Programme initiiert – aber umso häufiger herangezogen wird, um die ohnehin verfolgte politische Linie zu legitimieren. Die Hoffnung, dass PISA „Steuerungswissen“ produziert, lässt sich kaum einlösen. Aber PISA schafft Orientierungen für eine Politik, die ihre Entscheidungen weiterhin eigenständig begründen muss.

Education. --- Education, general. --- Programme for International Student Assessment.

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This report presents a summary of the trends in Mexico’s performance in the Programme for International Student Assessment (PISA) and considers them in relation to the PISA target established by the Mexican government. Trends regarding access to education by 15-year-olds and equity as indicated by the impact of socio-economic background on students’ performance are also examined. The report shows that the performance gains that Mexico has achieved since Mexico’s President Calderón established the PISA performance target have been significant and Mexico seems well on track to meet its 2012 target. In addition, the report reviews Mexico’s performance compared to other countries in the OECD, the G20, and to similar economies to also highlight that improvement is still needed. Based on a comparison of performance between Mexican schools, the report also shows that relatively higher performance is not dictated by socio-economic background. The report concludes by drawing together evidence from PISA and an examination of a selection of today’s highest performing education systems in order to provide a long-term perspective for educational improvement in Mexico.

Education --- Programme for International Student Assessment (PISA) --- Mexico

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Problem solving --- Teenagers --- Ability testing --- Life skills assessment --- Study and teaching --- Programme for International Student Assessment.