Session 1.1.
The Use of PISA Data for Enhancing STEAM Education in Hong Kong
Dr CHOI Yuk-lin
Secretary for Education, Hong Kong China
Click herePISA Conference Presentations
Session 1.1.
PISA as one of the thermometers in monitoring student’s basic skills in the Netherlands
Margo Schel, Research coordinator and Sybren Spit, Senior Advisor, Ministry of Education, Culture and Science, Netherlands
Session 1.1.
Assessments of learning outcomes – a tool for quality assurance in Finland
Juhani Rautopuro,
Research Director, Research professor emeritus, and Najat Ouakrim-Soivio, Associate Professor,
Finnish Institute for Educational Research, University of Jyväskylä, Finland
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Session 1.2.
Going to length and width with PISA – selected examples of accompanying PISA research projects in Germany and their potentials for educational policy and practice
Jennifer Diedrich,
Deputy lead, Centre of International Student Assessment, Technical University of Munich, Germany
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Session 1.2.
Collaboration between researchers and policy makers in the PISA survey: the case of the small context in Canton Ticino (Switzerland)
Francesca Crotta, Researcher and Miriam Salvisberg,
Researcher, Competence Centre for Innovation and Research on Education Systems (CIRSE),
University of Applied Sciences and Arts of Southern Switzerland, Switzerland
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Session 1.3.
Pisa power: impact on Portuguese education policies & results
João Marôco, Researcher, William
James Center for Research, ISPA - Instituto Universitário, Portugal
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Session 1.3.
Data on student learning for evidence-based policy making: Latvia’s case study
Ilze Saleniece,
Deputy State Secretary, Ministry of Education and Science of the Republic of Latvia
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Session 1.3.
The importance of PISA data for policy-making processes and improving the quality of school practise in Slovenia
Janez Vogrinc, Professor, Matej Vošnjak, Researcher, Miha Matjašič, Teaching
assistant, Faculty of Education University Ljubljana, Slovenia
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Session 1.3.
PISA as one of the levers for shaping Estonian education policy
Maie Kitsing, Adviser, General
Education Department, Ministry of Education and Research, Estonia
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Session 1.4.
Covid-19, School Closures, and Student Learning Outcomes: New Global Evidence from PISA
Tomasz Gajderowicz Deputy Director for Research, Educational Research Institute, Poland
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Session 2.
Enhancing mathematical literacy in the Faroe Islands: a design-based approach to addressing PISA deficiencies
Ingi Heinesen Højsted, Associate Professor in Mathematics Education, University
of the Faroe Islands, Faroe Islands, Denmark
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Session 2.
Improvement of reading comprehension skills in Navarre’s schools
Gabriel Rubio Navarro,
Secondary Teacher and Professor, University of Navarra and Rosa Jimeno Guembe, Co-ordinator of
the Government of Navarre's Plan for the Improvement of Reading Competence, Navarre, Spain
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An attempt to examine the findings of international studies from an educational perspective
Antoine Bodin, Associate Researcher at IREM UNIMED (Research Institute on Mathematics Teaching,
Université de la Méditerranée) and Raphaël Couturier, Professor, Université de Franche-Comté, CNRS,
France
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Session 2.
Teaching practices and student mathematics performance: Evidence from European countries in PISA 2022
Zbigniew Karpiński, Researcher, Joint Research Centre, European Commission
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Session 2.
A growth mindset intervention for 7th graders
José M. Santa Olalla Tovar, Advisor at Ministry of
Education of Castilla y Leon, Spain
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Session 3A.1.
Do educational priority policies reduce educational inequity? Examining three education systems with PISA
Emilie Franck,
and Idesbald Nicaise, HIVA, Leuven
University, Belgium
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Session 3A.1.
Ireland’s use of PISA data to support equity in education
Lorraine Gilleece, Research
Fellow, Educational Research Centre, Ireland
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Session 3A.1.
Leveraging PISA for School Improvement: How the Equitable Education Fund Utilises PISA Insight to Foster Student Resilience and Enhance Educational Outcomes in Thailand
Kraiyos Patrawart, Managing
Director, Equity in Education Fund and
Weerachart T. Kilenthong, Director of the
Research Institute for Policy Evaluation and
Design (RIPED) at the University of the Thai
Chamber of Commerce (UTCC), Thailand
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Session 3B.1.
Exploring national curricula using PISA data: A study of Scotland's Curriculum for Excellence
Marina Shapira, Researcher, Faculty
of Social Sciences, University of Stirling, Scotland,
United Kingdom
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Session 3B.1.
The role of PISA in developing national reading literacy policy: two decades of research insights from Slovenia
Urška Štremfel, Scientific Associate, Educational
Research Institute, Slovenia
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Session 3A.2.
Social inequality, classroom inequality? Latin American study of school segregation using PISA data
Victor Volman, Economist,
Observatory's Director and Ignacio Ibarzábal,
Executive director, Argentinos por la Educación,
Argentina
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Session 3A.2.
Examining socio-economic equity in transition from lower to upper secondary education in Slovenia
Mojca Štraus, Senior
Officer, Ministry of Education and Gašper Cankar, Researcher, National Examination
Centre, Slovenia
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Session 3B.2.
‘Many roads lead to Rome’: A Qualitative Comparative Analysis of the pathways to high national maths performance in PISA
Xiaofang (Sarah) Wang, Associate Lecturer,
Murdoch University, Australia
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Session 3B.2.
Does an increase in preschool enrolment lead to a decrease in educational inequalities?
Isa Steinmann, Associate
Professor, Lihong Huang, Research Professor
Oslo Metropolitan University, Norway, Márton
Medgyesi, Senior Researcher, TÁRKI Social
Research Institute; Maria Symeonaki, Associate
Professor, Panteion University of Socia
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Session 3B.2.
Students' effort and motivation in PISA 2015- 2022 in Finland
Heli Kauppinen, Project
researcher, Finnish Institute for Educational
Research, University of Jyväskylä
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Session 4.
Empowering Schools with PISA: Strategies for Evidence-Based School Improvements
Kit-Tai
Hau, Professor, The Chinese University of Hong Kong, Hong Kong China
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Session 4.
From Insight to Impact: Leveraging International Assessments to Elevate Educational Standards in the United Arab Emirates
Shaikha Alzaabi, International Assessment Section Manager, Ministry of
Education, United Arab Emirates
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Session 4.
School-based Empowerment, Responsibility and Accountability towards Meaningful Curriculum, Instruction and Assessment
Dennis Infante, School Principal, Angeles University
Foundation Integrated School, Philippines
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PISA 2022 Results
For more reports, please visit OECD PISA publications
PISA in Focus
To read more, please visit OECD PISA website
Policy paper
The triangle of lifelong learning
Strategies, motivation, and self-belief
Read more How prepared are students for life-long learning? Students learn many things at school, but one of the most crucial is learning how to learn. For students to continue learning independently beyond the classroom, three key aspects are essential: understanding effective learning strategies, staying motivated to learn, and having confidence in their own abilities and capacity to grow. These elements form what we call the triangle of lifelong learning. This PISA in Focus highlights some of the key findings from Volume V of PISA 2022. It explores these three critical components and provides insights into how well students are prepared to become self-directed learners capable of thriving in a rapidly changing world.
Policy paper
Fewer books and more educational software
How have home learning environments changed since 2015?
Read more The home learning environment for 15-year-old students has changed in meaningful ways over the last decade, especially after 2018, according to PISA data. The rise of digital technology has meant books – traditionally the leading pedagogical resource – are increasingly competing with digital devices and Internet access. Since 2015, the overall number of books available at home decreased moderately, while the availability of educational software has surged. Certain types of books, such as dictionaries, have decreased the most, probably replaced by digital equivalents (online dictionaries). In contrast, paper copies of classic literature are more widely available at home than before. While there is potential for digital technologies to enhance education, this largely remains untapped, and the risks for adolescents’ well-being are clearer today. Education policy should explore ways to support families and students to navigate these complex changes in the family learning environment, balancing traditional and digital resources effectively.
Policy paper
Shaping students' financial literacy
The role of parents and socio-economic backgrounds
Read moreThe results of the PISA 2022 financial literacy assessment show that many 15-year-olds should be better prepared for their financial future, as they are not able to apply their financial knowledge to real-life situations. In every participating country and economy, students from disadvantaged socio-economic backgrounds performed significantly worse than their advantaged peers. PISA data also show that students who discuss money matters with their parents, and those who make autonomous decisions about how to spend their money, achieve higher levels of financial literacy. This PISA in Focus examines the proportion of students who do not achieve baseline financial literacy and explores the links between socio-economic backgrounds, parental interactions and financial literacy performance.
Policy paper
New PISA results on creative thinking
Can students think outside the box?
Read moreFor the first time ever, PISA measured the creative thinking skills of 15-year-old students across the world. Alongside assessments in mathematics, science and reading, students in 64 countries and economies sat an innovative test that assessed their capacity to generate diverse and original ideas, as well as to evaluate and improve upon others’ ideas in creative tasks. These ranged from written and visual expression to scientific and social problem solving. This PISA in Focus highlights some of the main findings from Volume III of PISA 2022. It focuses on the main factors linked to students’ creative thinking performance, including their proficiency in other academic subjects, their gender, socio-economic profile, views on creativity, attitudes, social-emotional characteristics and their school environment.
