Andreas Schleicher presents at the webinar PISA in practice: The Power of Data to Improve Education on 27 October 2023

1. PISA in Practice
The Power of Data to Improve Education
Andreas Schleicher
27 October 2023, 02:00 PM (Paris time)
OECD Directorate for Education and Skills

2. What is PISA?
PISA
assesses 15-year-old
students’ abilities and
knowledge in
mathematics, reading and science

3. PISA participants
Around 690,000 15-year-old students in
81 countries and economies took PISA 2022
PISA Newcomer: El Salvador, Jamaica, Mongolia, the Palestinian Authority and Uzbekistan

4. PISA 2022 release
The results of the PISA 2022 will be released on
5 December 2023, 11:00am Paris time
The State of Learning and Equity in Education Learning During – and From – Disruption
PISA 2022 Volume I PISA 2022 Volume II

5. More PISA 2022 results
Extra PISA volumes will be released in 2024
1. Creative Thinking
2. Financial Literacy
3. Student readiness for life-long learning

6. Criteria used to identify resilient education systems
Performance: mathematics scores
Equity: link between students’
performance and socio-economic profile
Well-being: students' sense of
belonging at school

7. Characteristics of resilient education systems
Learning during school closures
School life and home support
Students’ pathways through school
Material and educational resources
School governance

8. Mathematical Literacy
Mathematical literacy is an individual’s capacity to reason
mathematically and to formulate, employ, and interpret
mathematics to solve problems in a variety of real-world
contexts. It includes concepts, procedures, facts and tools to
describe, explain and predict phenomena. It assists individuals
to know the role that mathematics plays in the world and to
make the well-founded judgments and decisions needed by
constructive, engaged and reflective 21st century citizens

9. Challenge
in
a
Real
World
Context
Contexts
• Personal
• Occupational
• Societal
• Scientific
21st Century
Skills
• critical thinking;
• creativity;
• research and inquiry;
• self-direction, initiative and
persistence;
• information use;
• systems thinking;
• communication; and
• reflection
Employ
Mathematical
reasoning
Mathematical reasoning (both deductive
and inductive) involves evaluating
situations, selecting strategies, drawing
logical conclusions, developing and
describing solutions, and recognising how
those solutions can be applied

10. PISA Happy Life Index
Criteria used to identify happy students
Academic performance
Agency and engagement
Resilience
Engagement with school
Quality of relationship & community vitality
School-leisure balance
Material and cultural well-being
Openness to diversity
Psychological well-being
How happy are
students?

11. PISA Happy Life Index
Criteria used to identify happy students
Academic performance
Agency and engagement
Resilience
Engagement with school
Quality of relationship & community vitality
School-leisure balance
Material and cultural well-being
Openness to diversity
Psychological well-being

12. PISA Happy Life Index
Criteria used to identify happy students
Academic performance
Agency and engagement
Resilience
Engagement with school
Quality of relationship & community vitality
School-leisure balance
Material and cultural well-being
Openness to diversity
Psychological well-being
Academic performance refers
to the knowledge and
cognitive skills students have
acquired throughout their
education and the extent to
which they can use what they
have learnt to solve real-life
problems.

13. PISA Happy Life Index
Criteria used to identify happy students
Academic performance
Agency and engagement
Resilience
Engagement with school
Quality of relationship & community vitality
School-leisure balance
Material and cultural well-being
Openness to diversity
Psychological well-being
Psychological wellbeing refers
to the extent to which
students experience positive
emotions, are satisfied with
their life and believe their life
has meaning and purpose.

14. PISA Happy Life Index
Criteria used to identify happy students
Academic performance
Agency and engagement
Resilience
Engagement with school
Quality of relationship & community vitality
School-leisure balance
Material and cultural well-being
Openness to diversity
Psychological well-being
The agency and engagement
dimension looks at whether
students have the ability and
willingness to positively
influence their own lives and
the world around them, by
setting goals, reflecting on
their roles and responsibilities
and acting responsibly to
improve themselves and bring
about positive change.

15. PISA Happy Life Index
Criteria used to identify happy students
Academic performance
Agency and engagement
Resilience
Engagement with school
Quality of relationship & community vitality
School-leisure balance
Material and cultural well-being
Openness to diversity
Psychological well-being
The resilience dimension
considers students’ beliefs in
their ability to withstand
stressful and difficult
situations, their confidence in
themselves and their
autonomy as learners.

16. PISA Happy Life Index
Criteria used to identify happy students
Academic performance
Agency and engagement
Resilience
Engagement with school
Quality of relationship & community vitality
School-leisure balance
Material and cultural well-being
Openness to diversity
Psychological well-being
Engagement with school refers
to the extent to which students
assign value to their time at
school, put effort in their
studies so to achieve good
results, and help their teachers
create a productive learning
environment.

17. PISA Happy Life Index
Criteria used to identify happy students
Academic performance
Agency and engagement
Resilience
Engagement with school
Quality of relationship & community vitality
School-leisure balance
Material and cultural well-being
Openness to diversity
Psychological well-being
The quality of relationships
and community vitality
dimension captures both the
quantity and the quality of
students’ social networks. It
reflects the extent to which
students feel accepted and
appreciated by their peers, and
whether they perceive support
and care from their parents
and their teachers.

18. PISA Happy Life Index
Criteria used to identify happy students
Academic performance
Agency and engagement
Resilience
Engagement with school
Quality of relationship & community vitality
School-leisure balance
Material and cultural well-being
Openness to diversity
Psychological well-being
Study-life balance means
putting enough time into
academic work while also
taking time to enjoy the other
parts of one’s life, including
social, sporting and cultural
opportunities.

19. PISA Happy Life Index
Criteria used to identify happy students
Academic performance
Agency and engagement
Resilience
Engagement with school
Quality of relationship & community vitality
School-leisure balance
Material and cultural well-being
Openness to diversity
Psychological well-being
Material and cultural wellbeing
considers whether students
enjoy living conditions that are
sufficient for their cognitive
and emotional development,
as well as their access to a
home environment that
provides opportunities for
cultural development.

20. PISA Happy Life Index
Criteria used to identify happy students
Academic performance
Agency and engagement
Resilience
Engagement with school
Quality of relationship & community vitality
School-leisure balance
Material and cultural well-being
Openness to diversity
Psychological well-being
Openness to diversity refers to
students’ capacity to establish
deep and respectful
connections with people from
different cultural backgrounds,
being aware and open to
different perspectives and
willing to learn other people’s
language, habits and
conventions.

21. PISA Happy Life Index
Criteria used to identify happy students
Academic performance
Agency and engagement
Resilience
Engagement with school
Quality of relationship & community vitality
School-leisure balance
Material and cultural well-being
Openness to diversity
Psychological well-being
There is more to life than doing
well in school. This index
allows you to compare how
happy students are across
countries based on nine
themes the OECD has
identified as essential in the
areas of happiness, well-being,
life satisfaction and quality of
life.

22. Special edition for PISA 2022

23. Not meeting the sampling standards in PISA 2022
The results of following entities will be reported with annotations.
Entities that submitted
technically strong analyses,
which indicated that more than
minimal bias was most likely
introduced in the estimates due
to low response rates (falling
below PISA standards):
Canada, New Zealand and three other
entities
Entities that did not meet one or
more PISA sampling standards
and it is not possible to exclude
the possibility of more than
minimal bias based on the
information available at the time
of data adjudication:
Hong Kong (China), Jamaica, Latvia
and five other entities.

24. A world with PISA
Seeing what is possible in education
- Helping policy-makers and educators to look outwards
Placing national standards in a broader perspective
Exposing ‘grade inflation’
Contextualising curricular choices
Lowering the political cost of action
Raising the political cost of inaction
Generating hypotheses

25. Thank you
Find out more about our work at
https://www.oecd.org/pisa/