Programme for International Student Assessment (PISA)
Assesses how well students can apply the scientific knowledge and skills they have learned at school to real-life challenges.
Average Review: (3.3)
Supplemental Information:
- Pisa_tool.pdf (524 KB) Download
Assessment Type:
Multiple-choiceScale:
Various 4-point Likert scalesPublication Date:
Nov 07, 2008Respondent:
15- and 16-year oldsDomain(s) Evaluated:
Engagement, Attitude / Behavior, Competence, Career Knowledge / AcquisitionSample items:
How much do you agree with the statement(s) below?I am interested in learning about science.
Broad science is valuable to me.
My teachers equip me with the basic skills and knowledge I need for a science-related career.
Reliability:
Interfactor correlations for PISA (TLI=0.93; CFI=0.96)Validity:
Fit between the theoretical construct and the empirical model is unsatisfactory (TLI=0.83; CFI=0.837; RMSEA=0.07).Frequency:
FrequentlyAdministration time:
120 minutesRequires a Computer:
NoRequires Internet Access:
NoPrimary reference:
Assessing Scientific, Reading and Mathematical Literacy: A framework for PISA 2006 (2006). Retrieved from http://www.oecd.org/education/school/assessingscientificreadingandmathematicalliteracyaframeworkforpisa2006.htmComments:
You can read more about the PISA here: http://www.pisa.oecd.org/pages/0,3417,en_32252351_32235907_1_1_1_1_1,00.htmlYou can browse sample questions from the Science PISA here: http://www.oecd.org/pisa/pisa-2015-science-test-questions.htm
Assessment occurs every three years with one of three subjects (reading, math, or science) being the focus of the assessment.
57 countries participated in 2006 PISA survey, with 4,500-10,000 students in each country completing the survey.
Other Reference:
Caro, D. H., Sandoval-Hernandez, A. & Lüdtke, O. (2014). Cultural, social and economic capital constructs in international assessments: an evaluation using exploratory structural equation modeling. An International Journal of Research, Policy and Practice, 25(3), 433-450.
This study makes use of exploratory structural equation modeling (ESEM) evaluating the large scale assessment of PISA. There were 500 students per education system (14 educational systems were used). The study found that, for PISA, the fit between the theoretical construct and the empirical model is unsatisfactory (TLI=0.83; CFI=0.837; RMSEA=0.07), the CFA did not support an acceptable fit to the data of PISA. However, using ESEM there was acceptable fit indices and interfactor correlations for PISA (TLI=0.93; CFI=0.96).