How are the characteristics of national educational systems related to social inequality? by M. L. Agranovich, A. A. Dreneva

“…In particular, the authors observed a relationship between the social inequality index and such groups of educational indicators as the level of education (the Spearman’s rank correlation coefficient varies from -0,68 for the level of upper-secondary vocational education to 0,51 for the level of upper-secondary general education), participation of the population in education (the correlation coefficient with the integral indicator of participation in education, the average number of years of learning, was -0,64), the quality of education (a positive relationship with the proportion of students, who have not reached the second level of reading literacy in the Programme for International Student Assessment – PISA, reflected in the correlation coefficient equal to 0,56), the organisation of the educational process (positive correlation coefficient with class size equal to 0,61) and the indicators of education financing (negative correlation coefficients for primary and secondary education – -0.48, as well as for tertiary education – -0.57). …”
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La robótica educativa y el pensamiento matemático: Elementos vinculantes by Oscar Andrés Rosero-Calderón, Jimmy Yordany Ardila-Muñoz

“…No obstante, en Colombia los resultados de las pruebas Saber y las pruebas Programme for International Student Assessment-PISA evidencia un rendimiento deficiente de los educandos en el área de matemáticas demandando estrategias didácticas que incentiven el desarrollo del pensamiento matemático. …”
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ANALISIS KEMAMPUAN LITERASI MATEMATIS SISWA DALAM MENYELESAIKAN SOAL BERORIENTASI PISA KONTEN UNCERTAINTY AND DATA by Rini Setyaningsih, Latifatul Munawaroh

“…Kemampuan Literasi matematis merupakan kemampuan yang di ukur dalam PISA (Programme for International Student Assessment). Di dalam PISA terdapat empat konten matematika yaitu perubahan dan hubungan (Change and Relationship), ruang dan bentuk (Space and Shape), bilangan (Quantity), serta ketidakpastian dan data (Uncertainly and Data). …”
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On the Treatment of Missing Item Responses in Educational Large-Scale Assessment Data: An Illustrative Simulation Study and a Case Study Using PISA 2018 Mathematics Data by Alexander Robitzsch

“…Missing item responses are prevalent in educational large-scale assessment studies such as the programme for international student assessment (PISA). The current operational practice scores missing item responses as wrong, but several psychometricians have advocated for a model-based treatment based on latent ignorability assumption. …”
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國民中學適足教育經費：臺灣偏遠與非偏遠地區學校的比較 Estimating Adequate Funding to Meet Performance Standards for Junior High School Students: Adequate Funding Comparisons Between Rural and Non-Rural Schoo... by 張良丞 Liang-Cheng Zhang, 許添明 Tian-Ming Sheu, 吳新傑Hsin-Chieh Wu

“…Although the mathematical ability of Taiwanese students is ranked high according to the Programme for International Student Assessment (PISA), Taiwan faces the problem of a gap in test scores between rural students and their non-rural counterparts, with the latter group scoring higher on average. …”
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PENGEMBANGAN LEMBAR KERJA SISWA (LKS) MATEMATIKA BERBASIS LITERASI NUMERASI by Djaffar Lessy, Nur Apriani Nukuhaly, Muhammad Irfan Rumasoreng

“…Hasil tes literasi numerasi yang tidak memuaskan yang diperoleh siswa Indonesia dalam Programme for International Student Assessment (PISA), menjadi salah satu fakor yang menjadi alasan dalam mengembangkan LKS matematika berbasis literasi numerasi bagi siswa SD/MI agar mereka terbiasa menyelesaikan soal-soal berbasis literasi numerasi sejak dini. …”
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性別、自我效能、工作價值、科學素養及學校層次因素對臺灣青少年學習情緒之影響：個人與情境交互作用之多層次分析 The Impact of Gender, Self-Efficacy, Task Value, Scientific Literacy, and School-Level Factors on Taiwanese Teenagers’ Academi... by 巫博瀚 Po-Han Wu, 賴英娟 Ying-Chuan Lai

“…Hierarchically nested data were obtained from 8,678 15-year-old students (4,134 girls and 4,544 boys) of 236 schools in Taiwan, who participated in the Programme for International Student Assessment (PISA). The results obtained from a multilevel model reveal that individual-level factors (gender, self-efficacy, task value, and scientific literacy) and school-level factors (school mean of scientific literacy, school mean of task value, and collective efficacy) are positively and significantly related to the positive academic emotions of students. …”
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Good girls don't get ahead? Teachers' perceptions of the gender gaps in mathematics in Japan by Juul, K

“…Japanese girls lag behind their male peers in mathematics according to international tests such as the Programme for International Student Assessment (PISA). Japan’s position near the top of the mathematics achievement rankings masks how it also has some of the biggest gender gaps in scores and attitudes towards the subject in the world consistently. …”

Kesan kaedah model bar terhadap kemahiran berfikir algebra pelajar dalam penyelesaian masalah algebra by Janet Jahudin, Siew Nyet Moi @ Sopiah Abdullah

“…Kemahiran berfikir algebra merupakan salah satu elemen yang dititikberatkan dalam penandaarasan PISA (Programme for International Student Assessment). Namun kemahiran berfikir algebra dalam kalangan pelajar Malaysia didapati masih berada dalam tahap penandaarasan yang amat lemah. …”
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PENSAR LA EDUCACIÓN EN BIOLOGÍA EN LOS NUEVOS ESCENARIOS SOCIALES: LA SINERGIA ENTRE LA MODELIZACIÓN, NATURALEZA DE LA CIENCIA, ASUNTOS SOCIO-CIENTIFICOS Y MULTIRREFERENCIALIDAD by Nora Bahamonde

“…En el mismo sentido el estudio comparativo internacional PISA (Programme for International Student Assessment) de la OECD (2006) sustenta una concepción de educación científica que parte de aquello que los estudiantes deben conocer, valorar y ser capaces de hacer para enfrentarse a situaciones de la vida real en el mundo actual y futuro. …”
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運用德懷術建立國小教師基本科學能力之評量要項 Using the Delphi Technique to Establish Items for Assessing Elementary School Teachers’ Basic Scientific Competences... by 桑顯舜 Hsien-Shun, 林淑梤 Shu-Fen Lin

“…Thus, the framework of Programme for International Student Assessment (PISA) 2015 scientific literacy was adopted to develop the competence items in the second-round survey. …”
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The Whole Community Development in Supporting Children's Literacy in Rural Areas: Community and Parents’ Participation to Foster Children’s Literacy in Rural Areas by Adhimas Wahyu Agung Wijaya, Ayu Siantoro, Melliana Layuk

“…Indonesia was ranked 72nd out of 77 countries in reading assessment based on Programme for International Students Assessment (PISA). Through the National Literacy Movement, the Indonesian government attempt to increase children's reading proficiency, which is also an indicator of SDG 4.1.1. …”
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Process and potential factors to develop problem solving competency in learning electrolysis by Muhamad, Suraiya, Harun, Jamalludin, Surif, Johari, Abdul Halim, Noor Dayana, Omar, Siti Salbiah, Khan, Muhammad Umar

“…Recent poor performance of Malaysian students in the Programme for International Students Assessment (PISA) on problem solving test could be due to a pervasive pattern of low application of higher order thinking skills (HOTS) in solving the open-ended problems in Malaysian teaching and learning scenarios. …”
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Analisis Kemampuan Komunikasi Matematis Siswa dalam Menyelesaikan Soal PISA by Rif'atul Machmuda, Sarwo Edy, Sri Suryanti

“…Tingkat kreativitas, kemampuan bernalar kritis, juga kemandirian siswa dengan mengaplikasikan suatu kerangka pembelajaran yang mendukung berkembangnya kemampuan komunikasi matematis siswa yang sesuai adalah PISA (Programme for International Students Assessment. Tujuan penelitian ini untuk mendeskripsikan kemampuan komunikasi matematis siswa berdasarkan konten Uncertainty and Data serta berfokus pada tiga siswa kela VIII – A UPT SMPN 4  Lamongan sebagai subjek penelitian. …”
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