PISA Model

S.Kanageswari Suppiah Shanmugam,

PhD.

PISA Model

S.Kanageswari Suppiah Shanmugam,

PhD.

A
the Organisation for Economic Co-operation and

Development (OECD) launched the OECD Programme for

International Student Assessment (PISA) in 1997
collect information through three-yearly assessments
presents data on domain-specific knowledge and skills in
reading, mathematics and science of students, schools
and countries.
Each of these cycles looks in depth at a major domain, to
which two-thirds of testing time is
Devoted the other domains provide a summary profile of
skills.
Major domains have been reading literacy in 2000,
mathematical literacy in 2003 and scientific literacy in
2006. In 2009, the major domain is again reading literacy.
age 15
students are approaching the end of compulsory
education

PISA 2009+ and Malaysia

64 countries participated in PISA 2009
Ten additional participants administered PISA
2009 assessment in 2010 (Malaysia- 2009+)
mean score of 404 on the mathematical literacy
scale, below the means attained in all OECD
countries.
41% of students are proficient in mathematics at
least to the baseline level at which they begin to
demonstrate the kind of skills that enable them to
use mathematics in ways considered fundamental
for their future development.
no statistically significant difference in the
performance of boys and girls in mathematical
literacy.

Performance on the mathematical

literacy scale

Content
matter knowledge,

not only whether students can reproduce specific subject

but also whether they can extrapolate from what they

have learned and apply their knowledge in novel

situations/authentic problem.
Emphasis is on the mastery of processes, the
understanding of concepts and the ability to
function in various situations within each domain.
moving beyond the school-based approach towards the
use of knowledge in everyday tasks and challenges.
Focuses on things that students will need in the future
seeks to assess what they can do with what they have
learned
reflecting the ability of students to continue learning
throughout their lives by applying what they learn in
focuses on young peoples ability to use their
school to non-school environments, evaluating their
knowledge
and skills to meet real-life
choices and making decisions.

PISA- Data Collection

Combines
the assessment of science, mathematics and

reading
with information on students home background,
their approaches to learning,
their learning environments
and their familiarity with computers.
Student outcomes are then associated with these
background factors.
PISA provides insights into the factors that influence
the development of skills and attitudes at home and
at school,
and examines how these factors interact and
what the implications are for policy development.

Methods

Paper-and-pencil tests
Testing time: two hours
In some countries and economies, an additional 40

minutes for reading and understanding electronic

texts.
a mixture of MCQ and questions requiring
students to construct their own responses (CRQ).
The items are organised in groups based on a
passage setting out a real-life situation.
A total of about 390 minutes of test items is
covered, with different students taking
different combinations of test items.
Students answer a background questionnaire, which
takes 30 minutes to complete, providing information

Types of Items- MCQ

CRQ

continue

Types of Items- Open

CRQ

Question 1: Indonesia
Design a graph (or graphs) that shows the uneven
distribution of the Indonesian population.

Mathematical literacy
An individuals capacity to identify and understand the

role that mathematics plays in the world, to make wellfounded judgements and to use and engage with
mathematics in ways that meet the needs of that
individuals life as a constructive, concerned and
reflective citizen.

ability of students to analyse, reason, and communicate

ideas effectively as they pose, formulate, solve, and

interpret solutions to mathematical problems in a
variety of situations.

moving beyond school classrooms situations to realworld settings (shopping, travelling, cooking, dealing
with personal finances, judging political issues)

emphasises combination of mathematical knowledge

(put to functional use in a multitude of different

PISA Mathematics Assessment

Mathematical content :
used to solve the problems,
organised by four overarching ideas (quantity, space and
shape, change and relationships, &uncertainty) .
Mathematical processes/competencies:
Mathematical/cognitive processes that students apply as
they attempt to solve problems.
questions are organised in terms of competency clusters
(Connection, reproduction, reflection)defining the type of
thinking skill needed (Thinking and reasoning,
Argumentation, Communication, Modelling, Problem
posing and solving, Representation, Using symbolic, formal
and technical language and operations.
Situations/context:
in which the problems are located
5 situations: personal, educational, occupational, public &

Components of mathematics
domain

Item Characteristics
some stimulus material or information
an introduction,
actual question
required solution.
Scoring rubric

Released
Items

continue

Scoring Rubric

Releas
ed
Item

Scoring
Rubric

Scoring
Rubric

Referenc
es

www.pisa.oecd.org

A
the Organisation for Economic Co-operation and

Development (OECD) launched the OECD Programme for

International Student Assessment (PISA) in 1997
collect information through three-yearly assessments
presents data on domain-specific knowledge and skills in
reading, mathematics and science of students, schools
and countries.
Each of these cycles looks in depth at a major domain, to
which two-thirds of testing time is
Devoted the other domains provide a summary profile of
skills.
Major domains have been reading literacy in 2000,
mathematical literacy in 2003 and scientific literacy in
2006. In 2009, the major domain is again reading literacy.
age 15
students are approaching the end of compulsory
education

PISA 2009+ and Malaysia

64 countries participated in PISA 2009
Ten additional participants administered PISA
2009 assessment in 2010 (Malaysia- 2009+)
mean score of 404 on the mathematical literacy
scale, below the means attained in all OECD
countries.
41% of students are proficient in mathematics at
least to the baseline level at which they begin to
demonstrate the kind of skills that enable them to
use mathematics in ways considered fundamental
for their future development.
no statistically significant difference in the
performance of boys and girls in mathematical
literacy.

Performance on the mathematical

literacy scale

Content
matter knowledge,

not only whether students can reproduce specific subject

but also whether they can extrapolate from what they

have learned and apply their knowledge in novel

situations/authentic problem.
Emphasis is on the mastery of processes, the
understanding of concepts and the ability to
function in various situations within each domain.
moving beyond the school-based approach towards the
use of knowledge in everyday tasks and challenges.
Focuses on things that students will need in the future
seeks to assess what they can do with what they have
learned
reflecting the ability of students to continue learning
throughout their lives by applying what they learn in
focuses on young peoples ability to use their
school to non-school environments, evaluating their
knowledge
and skills to meet real-life
choices and making decisions.

PISA- Data Collection

Combines
the assessment of science, mathematics and

reading
with information on students home background,
their approaches to learning,
their learning environments
and their familiarity with computers.
Student outcomes are then associated with these
background factors.
PISA provides insights into the factors that influence
the development of skills and attitudes at home and
at school,
and examines how these factors interact and
what the implications are for policy development.

Methods

Paper-and-pencil tests
Testing time: two hours
In some countries and economies, an additional 40

minutes for reading and understanding electronic

texts.
a mixture of MCQ and questions requiring
students to construct their own responses (CRQ).
The items are organised in groups based on a
passage setting out a real-life situation.
A total of about 390 minutes of test items is
covered, with different students taking
different combinations of test items.
Students answer a background questionnaire, which
takes 30 minutes to complete, providing information
about themselves and their homes.

Types of Items- MCQ

CRQ

continue

Types of Items- Open

CRQ

Question 1: Indonesia
Design a graph (or graphs) that shows the uneven
distribution of the Indonesian population.

Mathematical literacy
An individuals capacity to identify and understand the

role that mathematics plays in the world, to make wellfounded judgements and to use and engage with
mathematics in ways that meet the needs of that
individuals life as a constructive, concerned and
reflective citizen.

ability of students to analyse, reason, and communicate

ideas effectively as they pose, formulate, solve, and

interpret solutions to mathematical problems in a
variety of situations.

moving beyond school classrooms situations to realworld settings (shopping, travelling, cooking, dealing
with personal finances, judging political issues)

emphasises combination of mathematical knowledge

(put to functional use in a multitude of different

PISA Mathematics Assessment

Mathematical content :
used to solve the problems,
organised by four overarching ideas (quantity, space and
shape, change and relationships, &uncertainty) .
Mathematical processes/competencies:
Mathematical/cognitive processes that students apply as
they attempt to solve problems.
questions are organised in terms of competency clusters
(Connection, reproduction, reflection)defining the type of
thinking skill needed (Thinking and reasoning,
Argumentation, Communication, Modelling, Problem
posing and solving, Representation, Using symbolic, formal
and technical language and operations.
Situations/context:
in which the problems are located
5 situations: personal, educational, occupational, public &

Components of mathematics
domain

Item Characteristics
some stimulus material or information
an introduction,
actual question
required solution.
Scoring rubric

Released
Items

continue

Scoring Rubric

Releas
ed
Item

Scoring
Rubric

Scoring
Rubric

Referenc
es

www.pisa.oecd.org