PISA

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A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

No Canadian affiliation. An affiliation-only frame — the usual design — would never have seen this work. It is one of the works that make the case for inverting the frame.

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Teacher spread

0.382 · how far apart the two teachers sit on this one work

Validation status

score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Abstract

In 2022, as countries were still dealing with the lingering impacts of the COVID-19 pandemic, nearly 700 000 students from 81 OECD Member and partner economies, representing 29 million across the world, took the Programme for International Student Assessment (PISA) test.Nearly 100 000 students from 20 OECD Member and partner economies were part of the optional financial literacy assessment.PISA 2022 is the first large-scale study to collect data on student performance, well-being, and equity before and after the COVID-19 disruptions.The report finds that in spite of the challenging circumstances, 31 countries and economies managed to at least maintain their performance in mathematics since PISA 2018.Among these, Australia*, Japan, Korea, Singapore, and Switzerland maintained or further raised already high levels of student performance, with scores ranging from 487 to 575 points (OECD average 472).These systems showed common features including shorter school closures, fewer obstacles to remote learning, and continuing teachers' and parental support, which can further offer insights and indications of broader best practices to address future crises.Many countries also made significant progress towards universal secondary education, key to enabling equality of opportunity and full participation in the economy.Among them, Cambodia, Colombia, Costa Rica, Indonesia, Morocco, Paraguay and Romania have rapidly expanded education to previously marginalised populations over the past decade.Ten countries and economies saw a large share of all 15-year-olds with basic proficiency in maths, reading and science and achieve high levels of socio-economic fairness: Canada*, Denmark*, Finland, Hong Kong (China)*, Ireland*, Japan, Korea, Latvia*, Macao (China) and the United Kingdom*.While socioeconomic status remains a significant predictor of performance in these and other OECD countries and economies, education in these countries can be considered highly equitable.At the same time, on average, the PISA 2022 assessment saw an unprecedented drop in performance across the OECD.Compared to 2018, mean performance fell by ten score points in reading and by almost 15 score points in mathematics, which is equivalent to three-quarters of a year's worth of learning.The decline in mathematics performance is three times greater than any previous consecutive change.In fact, one in four 15-year-old is now considered a low performer in mathematics, reading, and science on average across OECD countries.This means they can struggle to do tasks such as use basic algorithms or interpret simple texts.This trend is more pronounced in 18 countries and economies, where more than 60% of 15-year-olds are falling behind.Yet the decline can only partially be attributed to the COVID-19 pandemic.Scores in reading and science had already been falling prior to the pandemic.For example, negative trends in maths performance were already apparent prior to 2018 in Belgium, Canada*, Czechia, Finland, France, Hungary, Iceland, the Netherlands*, New Zealand*, and the Slovak Republic.The relationship between pandemic-induced school closures, often cited as the main cause of performance decline is not so direct.Across the OECD, around half of the students experienced closures for more than three months.However, PISA results show no clear difference in performance trends between education systems with limited school closures such as Iceland, Sweden and Chinese Taipei and systems that experienced longer school closures, such as Brazil, Ireland* and Jamaica*.This report is the product of a collaborative effort between the countries and economies participating in PISA, the national and international experts and institutions working within the framework of the PISA Consortium and the OECD.The development of the PISA 2022 Results was guided by Andreas Schleicher and Yuri Belfali.

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The record

Venue

Programme for international student assessment/Internationale Schulleistungsstudie

Topic

Research in Social Sciences

Field

Social Sciences

Canadian institutions

—

Funders

—

Keywords

Computer science

Has abstract in OpenAlex

yes

API

/api/v1/works/W3211891815