PISA 2009 Assessment Framework

Key Competencies in Reading, Mathematics and Science

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This book presents the theory behind the development of the 2009 PISA survey. The re-worked and expanded framework for reading literacy includes not only the assessment of reading and understanding printed texts, but also an innovative component to assess how well students read, navigate and understand electronic texts. Additionally, this publication provides the basis for measuring mathematical and scientific competencies. Finally, it presents the theory behind the questionnaires used to gather information from students, schools and parents on students’ home backgrounds, students’ approaches to learning and school learning environments.

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The OECD Programme for International Student Assessment (PISA), created in 1997, represents a commitment by the governments of OECD member countries to monitor the outcomes of education systems in terms of student achievement, within a common internationally agreed framework. PISA is a collaborative effort, bringing together scientific expertise from the participating countries and steered jointly by their governments on the basis of shared, policy-driven interests. Participating countries take responsibility for the project at the policy level. Experts from participating countries also serve on working groups that are charged with linking the PISA policy objectives with the best available substantive and technical expertise in the field of internationally comparative assessment. Through involvement in these expert groups, countries ensure that the PISA assessment instruments are internationally valid and take into account the cultural and curricular context of OECD member countries. They also have strong measurement properties, and place an emphasis on authenticity and educational validity.

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