# PISA01: Student performance by reporting country, sex, time and subject

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9/15/2021

Mean score

12/20/2024

5/19/2021

Field for searching for a specific value in the list box. This is examples of values you can search for.Australia , Austria , Belgium ,

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Optional variable

Field for searching for a specific value in the list box. This is examples of values you can search for.2000 , 2003 , 2006 ,

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PISA assesses the levels of knowledge and skills attained by 15-year-olds in the OECD countries (and other partner countries). The assessment is carried out every third year and the results are normally published by the end of the following year. However, the OECD and the participating PISA countries have decided to postpone the PISA study that would have been conducted from 2021 to 2022 due to the pandemic. Next update of the database is thus scheduled for December 2023.

PISA scores are reported on the same scale over time. The scale was set in the first year in which each subject was the major focus of the assessment (2000 for reading, 2003 for mathematics and 2006 for science). This means that results can be compared over the years observing the following restrictions: Reading literacy can be compared for all assessments from 2000 and onwards, mathematical literacy from 2003 and scientific literacy from 2006.

Mean score: To facilitate the interpretation of the scores assigned to students in the Programme for International Student Assessment (PISA), the PISA mean score for combined reading, mathematical and scientific literacy performance across OECD countries was set at 500 and the standard deviation at 100, with the data weighted so that each OECD country contributed equally.

Reading literacy is defined in PISA as the ability to understand, use and reflect on written texts in order to achieve one's goals, to develop one's knowledge and potential, and to participate effectively in society. Mathematical literacy is defined in PISA as the capacity to identify, understand and engage in mathematics as well as to make well-founded judgements about the role that mathematics plays in an individual's current and future life as a constructive, concerned and reflective citizen. Scientific literacy is defined as the capacity to use scientific knowledge, to identify questions and to draw evidence-based conclusions in order to understand and help make decisions about the natural world and human interactions with it.

PISA scores are reported on the same scale over time. The scale was set in the first year in which each subject was the major focus of the assessment (2000 for reading, 2003 for mathematics and 2006 for science). This means that results can be compared over the years observing the following restrictions: Reading literacy can be compared for all assessments from 2000 and onwards, mathematical literacy from 2003 and scientific literacy from 2006.

Mean score: To facilitate the interpretation of the scores assigned to students in the Programme for International Student Assessment (PISA), the PISA mean score for combined reading, mathematical and scientific literacy performance across OECD countries was set at 500 and the standard deviation at 100, with the data weighted so that each OECD country contributed equally.

Reading literacy is defined in PISA as the ability to understand, use and reflect on written texts in order to achieve one's goals, to develop one's knowledge and potential, and to participate effectively in society. Mathematical literacy is defined in PISA as the capacity to identify, understand and engage in mathematics as well as to make well-founded judgements about the role that mathematics plays in an individual's current and future life as a constructive, concerned and reflective citizen. Scientific literacy is defined as the capacity to use scientific knowledge, to identify questions and to draw evidence-based conclusions in order to understand and help make decisions about the natural world and human interactions with it.