PISA is the OECD's Programme for International Student Assessment. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges.
1. PISA 2018 Results
Programme for International Student Assessment
First results from PISA 2018
Andreas
Schleicher
2. OECD average reading score
340
350
360
370
380
390
400
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
Reading literacy in PISAStudentperformance
2009 2012 20152006 20182000 2003
9%…can distinguish between fact and opinion,
based on implicit cues pertaining to the content or source of the information
7%
2000
6. Learning time ≠ learning outcomes
6
7
8
9
10
11
12
13
14
15
0
10
20
30
40
50
60
70
Finland
Germany
Switzerland
Sweden
Estonia
NewZealand
Japan
CzechRepublic
Macao(China)
Netherlands
Ireland
France
UnitedKingdom
Australia
Norway
Iceland
Canada
Belgium
Slovenia
HongKong(China)
Latvia
OECDaverage
Lithuania
Uruguay
Luxembourg
Portugal
SlovakRepublic
Denmark
Poland
Hungary
Singapore
Austria
UnitedStates
ChineseTaipei
Israel
Croatia
Korea
Russia
Bulgaria
Greece
Italy
Turkey
Chile
Brazil
Colombia
Mexico
CostaRica
Montenegro
Peru
Qatar
UnitedArabEmirates
Thailand
DominicanRepublic
Scorepointsinreadingperhouroflearningtime
Hours
Time in school
Learning out of school
Productivity
Note: Learning time is based on reports by 15-year-old students in the same country/economy in response to the PISA 2015 questionnaire,
Productivity is measured by score points in reading per hour of total learning time
9. -0.05
-0.04
-0.03
-0.02
-0.01
0.00
0.01
0.02
0.03
0.04
Motivation to master
tasks
Self-efficacy Fear of failure Learning goals Value of school
Changeintheindex Growth mindset and student attitudes
Change in the following indices when students disagreed or strongly disagreed that "your intelligence is
something about you that you can’t change very much“:
Fig III.14.5
All linear regression models account for
students' and schools' socio-economic profile
11. 0
10
20
30
40
50
60
It was clear to me that the teacher
liked teaching us
The enthusiasm of the teacher
inspired me
It was clear that the teacher likes to
deal with the topic of the lesson
The teacher showed enjoyment in
teaching
Score-pointdifferenceinreading
compared to students who reported “strongly disagree”
Disagree Agree Strongly agree
Teacher enthusiasm and reading performance Fig III.5.3
13. R² = 0.09
R² = 0.10
R² = 0.03
R² = 0.12
R² = 0.18
300
320
340
360
380
400
420
440
460
480
500
520
540
00 05 10 15 20 25 30 35 40 45 50
Averagereadingscore
Percentage of students in schools whose principal reported that the above behaviours hinder student learning "a lot"
Teacher behaviour hindering learning and average reading performance
Fig III.7.4
Based on country-level analysis
Teachers not meeting indiviudal students‘ needs
Teacher absenteeism
Staff resisting change
Teachers not being well prepared for classes
Teachers being too strict with students
14. -0.60
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
Index of
disciplinary
climate
Index of
exposure to
bullying
Index of sense of
belonging at
school
Index of teacher
support
Index of teacher
feedback
Index of student
co-operation
Index of student
competition
Changeinstudents’averagelifesatisfactionassociatedwith
aone-unitincreaseintheschool-levelindices
After accounting for student and school characteristics
Before accounting for student and school characteristics
Students' life satisfaction and school climate
Change in the school-level index associated with a one-point change on the student life-satisfaction scale
Fig III.11.7
GreaterLifeSatisfaction
16. -20
-15
-10
-5
0
5
10
15
20
25
Students seem
to value co-
operation
It seems that
students are co-
operating with
each other
Students seem
to share the
feeling that co-
operating with
each other is
important
Students feel
that they are
encouraged to
co-operate with
others
Students seem
to value
competition
It seems that
students are
competing with
each other
Students seem
to share the
feeling that
competing with
each other is
important
Students feel
that they are
being compared
with others
Score-pointdifferenceinreading
Score-point difference when students reported that the below statements are
"very true" or "extremely true"
After accounting for students' and schools' socio-economic profile
Before accounting for students' and schools' socio-economic profile
Student co-operation and competition, and reading performance
Fig III.8.3
OECD average
Student co-operation Student competition
17. Inclusion
The right to be equal
The right to be different
Social background
GenderLocation
Immigration
20. Students with
disadvantaged
social background
Students with
advantaged
social background
Growth mindset
Positive feeling
Life satisfaction
Sense of belonging
Bullying
Discipline
Teacher enthusiasm
Teacher support
Co-operation
Compounding disadvantage
27. Find out more about our work at www.oecd.org/pisa
PISA 2018: Insights and Implications
PISA 2018 Results (Volume I): What Students Know and Can Do
PISA 2018 Results (Volume II): Where All Students Can Succeed
PISA 2018 Results (Volume III): What School Life Means for Students’ Lives
Take the test: www.oecd.org/pisa/test
FAQs: www.oecd.org/pisa/pisafaq
PISA indicators on Education GPS: http://gpseducation.oecd.org
PISA Data Explorer: www.oecd.org/pisa/data
Email: Andreas.Schleicher@OECD.org
Thank you