Title page 1

Contents 6

Foreword 3

Acknowledgements 4

1. What is PISA? 9

What makes PISA unique 11

The PISA 2025 test 12

An overview of what is assessed in each domain 12

The evolution of reporting student performance in PISA 15

The context questionnaires 15

A collaborative project 16

2. PISA 2025 Science Framework 17

Introduction 18

Science & why it matters 19

The outcomes of science education for 15-year-olds 22

Organisation of the domain 32

Assessment features 48

Environmental science 56

Sample items 63

The Evolution of the Science Assessment Framework in PISA 89

Summary 91

References 92

3. PISA 2025 Learning in the Digital World Assessment Framework 101

Introduction 102

Perspectives on learning in the digital world 103

The PISA definition of learning in the digital world 104

The PISA 2025 assessment and measurement approach 105

References 129

4. PISA 2025 Questionnaire Framework 135

Introduction 136

PISA 2025 questionnaire framework taxonomy 141

Detailed overview of PISA 2025 modules 148

References 180

Notes 208

Annex A. PISA Mathematics Framework 209

Annex B. PISA Reading Framework 210

Annex C. PISA Foreign Language Assessment Framework 211

Annex D. PISA 2025 Expert Groups 212

Table 2.1. The components of science education 32

Table 2.2. Contexts for the PISA 2025 science assessment 32

Table 2.3. Target distribution of score points for knowledge 53

Table 2.4. Target distribution of score points for scientific competencies 53

Table 2.5. Reporting scale proposed for PISA 2025 54

Table 2.6. Reporting scale for the environmental scale in PISA 2025 60

Table 2.7. Framework categorisation for Greenhouse Question 1 64

Table 2.8. Framework categorisation for Greenhouse Question 2 64

Table 2.9. Framework categorisation for Greenhouse Question 3 65

Table 2.10. Framework categorisation for Greenhouse Question 4 66

Table 2.11. Framework categorisation for Greenhouse Question 5 67

Table 2.12. Framework categorisation for Greenhouse Question 6 68

Table 2.13. Framework categorisation for Smoking question 1 69

Table 2.14. Framework categorisation for Smoking Question 2 70

Table 2.15. Framework categorisation for Zeer pot Question 1 72

Table 2.16. Framework categorisation for Running in hot weather Question 1 75

Table 2.17. Framework categorisation for Data dinosaurs Question 2 77

Table 2.18. Framework categorisation for Dangers of smoking question 78

Table 2.19. Framework categorisation for Who should we believe? question 79

Table 2.20. Framework categorisation for Top predators Question 1 81

Table 2.21. Framework categorisation for Top predators Question 2 81

Table 2.22. Framework categorisation for Top predators Question 3 82

Table 2.23. Framework categorisation for Top predators Question 4 83

Table 2.24. Framework categorisation for Top predators Question 5 84

Table 2.25. Framework categorisation for Top predators Question 6 85

Table 2.26. Framework categorisation for Environmental impact of eating meat Question 1 86

Table 2.27. Framework categorisation for Environmental impact of eating meat Question 2 86

Table 2.28. Framework categorisation for Environmental impact of eating meat Question 3 87

Table 2.29. Framework categorisation for Environmental impact of eating meat Question 4 88

Table 3.1. High-level description of task sub-goals, framework mapping, and evidence 124

Table 3.2. Scoring rubric for example task in the "Conservation" unit 124

Table 3.3. Selected indicators for students' motivational and affective regulation processes 126

Table 3.4. Selected indicators for students' metacognitive and cognitive strategies 127

Table 3.5. Selected indicators for students' reflective and evaluative processes 128

Table 4.1. PISA core and optional questionnaires from 2000 to 2025 138

Table 4.2. Guidelines for retention or deletion of questions from previous PISA cycles 139

Table 4.3. Guidelines for new development (addition of new items for existing constructs as well as entirely new constructs) 140

Table 4.4. Modules included in the PISA 2025 questionnaire framework 143

Table 4.5. Constructs in PISA 2025 included in previous PISA cycles (trend constructs) 143

Table 4.6. Science-specific constructs in PISA 2025 Main Study Student and School Questionnaires 146

Table 4.7. Constructs recommended for inclusion in the PISA 2025 Field Trial but not implemented in the main survey 146

Figure 2.1. Framework for the PISA 2025 science assessment 25

Figure 2.2. PISA 2025 framework for cognitive demand 49

Figure 2.3. A tool for constructing and analysing assessment units and items for the Cognitive Questionnaire 51

Figure 3.1. Competency model for the PISA 2025 learning in the digital world assessment 106

Figure 3.2. Key task elements, affordances and resources, as illustrated by the released "Conservation" unit 112

Figure 3.3. Worked example available to students in a task within the released "Conservation" unit 113

Figure 3.4. Unit structure and flow of tasks within the test units 114

Figure 3.5. Example of the forced progression pop-up screen after time has elapsed 115

Figure 3.6. Introduction page of the "Conservation" unit 116

Figure 3.7. Example multiple-choice pre-test item on graph literacy in the "Conservation" unit 116

Figure 3.8. Screenshot of scaffolded tutorial segment from the "Conservation" unit 117

Figure 3.9. Last task in the "Learn" phase of the "Conservation" unit 118

Figure 3.10. Self-evaluation pop-up after student submits their solution to a task in the "Learn" phase 118

Figure 3.11. Annotated solution screen in the "Conservation" unit 119

Figure 3.12. Self-report item on students' affective states 119

Figure 3.13. Part 1 of the "Apply" phase in the "Conservation" unit 120

Figure 3.14. Part 2 of the "Apply" phase in the "Conservation" unit 121

Figure 3.15. Example task in "Learn" phase of the "Conservation" unit 123

Figure 4.1. Framework structures of PISA 2012, 2015, and 2018 141

Figure 4.2. PISA 2025 Two-dimensional questionnaire framework taxonomy 142

Figure 4.3. Module 1: Basic demographics 148

Figure 4.4. Computation of ESCS index in PISA 2015, 2018 and 2022 149

Figure 4.5. Module 2: Economic, social and cultural status (ESCS) 151

Figure 4.6. Module 3: Educational career 153

Figure 4.7. Module 4: Migration and language exposure 154

Figure 4.8. Module 5: PISA preparation and effort 155

Figure 4.9. Module 6: School culture and climate 158

Figure 4.10. Module 7: Science identity 160

Figure 4.11. Module 8: Curiosity, perseverance, mindset and well-being 162

Figure 4.12. Module 9: Post-secondary preparedness and aspirations 165

Figure 4.13. Module 10: Experiences out of regular school hours 167

Figure 4.14. Module 11: School type and resources 169

Figure 4.15. Module 12: Selection and enrolment 170

Figure 4.16. Module 13: School autonomy 171

Figure 4.17. Module 14: Organisation of student learning at school 172

Figure 4.18. Module 15: Exposure to science content 174

Figure 4.19. Module 16: Science teacher behaviours 176

Figure 4.20. Module 17: Teacher qualification, training, and professional development 177

Figure 4.21. Module 18: Assessment, evaluation and accountability 178

Figure 4.22. Module 19: Parental involvement and support 180

Boxes 11

Box 1.1. Key features of PISA 2025 11

Box 1.2. Definitions of the domains 13

Box 2.1. Science competencies: PISA 2025 definition 23

Box 2.2. Scientific knowledge: PISA 2025 definition 24

Box 2.3. PISA 2025 Science Competency 1 34

Box 2.4. PISA 2025 Science Competency 2 34

Box 2.5. PISA 2025 Science Competency 3 36

Box 2.6. Knowledge of the content of science in PISA 2025 38

Box 2.7. PISA 2025 procedural knowledge 40

Box 2.8. PISA 2025 epistemic knowledge 42

Box 2.9. Science capital and epistemic beliefs 46

Box 2.10. Attitudes and dispositions 47

Box 2.11. Environmental awareness, concern and agency 47

Box 2.12. Agency in the Anthropocene: Definition 58

Box 2.13. Competencies for Agency in the Anthropocene 59

Box 2.14. Major components of the PISA 2025 Science Framework 91

Box 4.1. PISA 2025 Questionnaire Framework: Constructs, item development and field trial 137

Box 4.2. PISA contextual questionnaires: Core and optional from 2000 to 2025 138

Box 4.3. The measurement of socio-economic status in PISA 150