PISA

English
ISSN: 
1996-3777 (online)
ISSN: 
1990-8539 (print)
http://dx.doi.org/10.1787/19963777
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A series of reports on the OECD’s Programme for International Student Assessment’s (PISA) periodic testing program on student performance. The reports generally compare student (15 year olds) academic performance across countries, or discuss the methodology used to gather the data.

Also available in French, German
 
PISA 2012 Results: What Students Know and Can Do (Volume I, Revised edition, February 2014)

PISA 2012 Results: What Students Know and Can Do (Volume I, Revised edition, February 2014)

Student Performance in Mathematics, Reading and Science You or your institution have access to this content

English
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Author(s):
OECD
11 Feb 2014
Pages:
564
ISBN:
9789264208780 (PDF) ;9789264208773(print)
http://dx.doi.org/10.1787/9789264208780-en

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This first volume of PISA 2012 results summarises the performance of students in PISA 2012. It describes how performance is defined, measured and reported, and then provides results from the assessment, showing what students are able to do in mathematics. After a summary of mathematics performance, it examines the ways in which this performance varies on subscales representing different aspects of mathematics literacy. Given that any comparison of the outcomes of education systems needs to take into consideration countries’ social and economic circumstances, and the resources they devote to education, the volume also presents the results within countries’ economic and social contexts. In addition, the volume examines the relationship between the frequency and intensity of students’ exposure to subject content in school, what is known as “opportunity to learn”, and student performance. The volume concludes with a description of student results in reading and science. Trends in student performance in mathematics between 2003 and 2012, in reading between 2000 and 2012, and in science between 2006 and 2012 are examined when comparable data are available. Throughout the volume, case studies examine in greater detail the policy reforms adopted by countries that have improved in PISA.

 

Also available in French, German
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    • Austria

      Students in Austria score 506 points in mathematics, on average – above the OECD average and comparable with Australia, the Czech Republic, Denmark, Ireland, New Zealand, Slovenia and Viet Nam. Austria performs below Liechtenstein, Switzerland and Germany in mathematics, but above Italy, the Slovak Republic and Hungary.

    • Brazil

      While Brazil performs below the OECD average, its mean performance in mathematics has improved since 2003 from 356 to 391 score points, making Brazil the country with the largest performance gains since 2003. Significant improvements are also found in reading and science.

    • Germany

      Germany performs above the average in mathematics (ranks between 13th and 17th among all participating countries and economies, and between 6th and 10th among OECD countries), reading (ranks between 13th and 22nd among all participating countries and economies, and between 9th and 15th among OECD countries) and science (ranks between 8th and 17nd among all participating countries and economies, and between 5th and 10th among OECD countries) (Figures I.2.14, I.4.2 and I.5.2 in OECD, 2013a).

    • Italy

      Italy performs below the average for OECD countries in mathematics (ranks between 30 and 35), below the average in reading (ranks between 26 and 34) and below the average in science (ranks between 28 and 35) among the 65 countries and economies that participated in the 2012 PISA assessment of 15-year-olds.

    • Japan

      Japan is one of the highest-performing OECD countries. Among 34 OECD countries, Japan is ranked second in mathematics performance and first in both reading and science performance. But, because results are based on a sample of students, its relative position could be between 2 and 3 in mathematics, between 1 and 2 in reading, and between 1 and 3 in science. Among the 65 countries and economies that participated in the 2012 PISA assessment of 15-year-olds, Japan is ranked seventh in mathematics, and fourth in both reading and science, with its range of ranks between 6 and 9 in mathematics, between 2 and 5 in reading and between 3 and 6 in science (see Figures I.2.14, I.4.2 and I.5.2 in OECD, 2013a).

    • Norway

      Students in Norway score 489 in mathematics on average. This is around the OECD average. Norway is listed 22nd in mathematics among the 34 OECD countries, but because results are based on a sample, its relative position could be between 19 and 25. Norway’s results are comparable with those of France, Iceland, Italy, Latvia, Luxembourg, Portugal, the Russian Federation, the Slovak Republic, Spain, the United Kingdom and United States.

    • Spain

      Spain performs below the OECD average in mathematics, with a mean performance of 484 score points, and ranks between 31 and 36 among the 65 countries and economies that participated in the 2012 PISA assessment. Mathematics performance remained stable between 2003 and 2012 (decreasing from 485 to 484 points, which does not constitute a significant change). Poland performed lower than Spain in 2003 and higher than Spain in 2012. Italy, Portugal and the Russian Federation performed lower than Spain in 2003, but as well as Spain in 2012.

    • United Kingdom

      Students in the United Kingdom score 494 points in mathematics, on average – at the OECD average and comparable with the Czech Republic, Denmark, France, Iceland, Republic of Ireland, Latvia, Luxembourg, New Zealand, Norway and Portugal. Mean performance in mathematics has remained unchanged since 2006 and 2009.

    • United States

      Among the 34 OECD countries, the United States performed below average in mathematics in 2012 and is ranked 26th (this is the best estimate, although the rank could be between 23 and 29 due to sampling and measurement error). Performance in reading and science are both close to the OECD average. The United States ranks 17 in reading, (range of ranks: 14 to 20) and 21 in science (range of ranks: 17 to 25). There has been no significant change in these performances over time.

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