The OECD Programme for International Student Assessment (PISA) surveys collected data on students’ performances in reading, mathematics and science, as well as contextual information on students’ background, home characteristics and school factors which could influence performance. The initial results for PISA 2000 is found in Knowledge and Skills for Life – First Results from PISA 2000 (OECD, 2001), for PISA 2003 in Learning for Tomorrow’s World – First Results from PISA 2003 (OECD, 2004) and for PISA 2006 in PISA 2006: Science Competencies for Tomorrow’s World (OECD, 2007).
This publication is an essential tool for researchers, as it provides all the information required to understand the PISA databases and perform analyses in accordance with the complex methodologies used to collect and process the data. It includes detailed information on how to analyse the PISA data, enabling researchers to both reproduce the initial results and to undertake further analyses. In addition to the inclusion of the necessary techniques, the manual also includes a detailed account of the PISA 2006 database.
This publication is a revised edition of the PISA 2003 Data Analysis Manual (OECD, 2005). The chapters in the manual are expanded to cover various analytical issues in PISA in general, while applying examples from all available PISA surveys – PISA 2000, PISA 2003 and PISA 2006.
The publication includes:
• Introductory chapters explaining the statistical theories and concepts required to analyse the PISA data, including full chapters on how to apply replicate weights and undertake analyses using plausible values;
• Worked examples providing full syntax in SPSS®; and
• Comprehensive description of the OECD PISA 2006 international database.
THE OECD PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)
PISA is a collaborative process among the 30 member countries of the OECD and nearly 30 partner countries and economies. It brings together expertise from the participating countries and economies and is steered by their governments on the basis of shared, policy-driven interests. Its unique features include:
– The literacy approach: PISA defines each assessment area (science, reading and mathematics) not mainly in terms of mastery of the school curriculum, but in terms of the knowledge and skills needed for full participation in society.
– A long-term commitment: It enables countries to monitor regularly and predictably their progress in meeting key learning objectives.
– The age-group covered: By assessing 15-year-olds, i.e. young people near the end of their compulsory education, PISA provides a significant indication of the overall performance of school systems.
– The relevance to lifelong learning: PISA does not limit itself to assessing students’ knowledge and skills but also asks them to report on their own motivation to learn, their beliefs about themselves and their learning strategies, as well as on their goals for future study and careers.