PISA for Development Assessment and Analytical Framework

Reading, Mathematics and Science

image of PISA for Development Assessment and Analytical Framework

“What is important for citizens to know and be able to do?” The OECD Programme for International Student Assessment (PISA) seeks to answer that question through the most comprehensive and rigorous international assessment of student knowledge and skills. As more countries join its ranks, PISA is evolving to successfully cater for a larger and more diverse group of participants. The OECD launched the PISA for Development initiative in 2014 to support evidence-based policy making globally and offer universal tools in monitoring progress towards the Education Sustainable Development Goal. Spanning six years, this unique pilot project aims to make the assessment more accessible and relevant to a wider range of countries, while maintaining the overall PISA framework and accordance with PISA’s technical standards and usual practices.

The PISA for Development Assessment and Analytical Framework presents the conceptual foundations of the project, and covers reading, mathematics and science. PISA for Development has a school-based component and an out-of-school one. For the school-based component, a questionnaire about students’ background is distributed to all participating students. School principals complete a school questionnaire that describes the school, its students and teachers, and the learning environment. Teachers also complete a questionnaire about themselves, the school’s resources, their teaching practice and their students. The out-of-school respondents complete a background questionnaire, and their parent (or person most knowledgeable about them) answers a questionnaire about the youth’s background and childhood experiences. A household observation questionnaire is completed by the interviewer, and information about the location of the household is collected by PISA for Development National Centres.

Nine countries participated in the PISA for Development assessment: Bhutan, Cambodia, Ecuador, Guatemala, Honduras, Panama, Paraguay, Senegal and Zambia.



What are PISA and PISA for Development?

This Chapter provides an overview of the Programme for International Student Assessment (PISA) and explains how the PISA for Development (PISA-D) project was developed in response to a review of the experience of middle-income countries in PISA. It describes what PISA-D adds to PISA, including enhancements to the cognitive test and contextual questionnaires, an assessment of the out-of-school population, and support for building the capacity of participating countries to implement international large-scale assessments and use assessment results to support evidence-based policy making. The Chapter also discusses how PISA-D contributes to the monitoring and achievement of the Education Sustainable Development Goal (SDG), which emphasises quality and equity of learning outcomes for children, young people and adults.


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