The Programme for International Student Assessment (PISA), run by the OECD every three years, evaluates the abilities of 15-year-olds in reading, mathematics, and science. Instead of testing how well students memorize curriculum content, PISA looks at how effectively they can apply their knowledge in real-life situations. This approach aims to assess functional literacy and problem-solving skills (OECD, 2019). The assessment uses standardized tests in over 80 countries and gathers contextual information through surveys for students, teachers, and school leaders.

Strengths of PISA

One key strength of PISA is its ability to compare results globally. Since the test uses carefully standardized procedures and validated items, policymakers can compare educational outcomes across countries and identify systems that perform well (Breakspear, 2012). PISA also offers detailed contextual data, which helps researchers explore the links between achievement and factors like socioeconomic status, school climate, instructional time, and teacher practices. Its focus on practical knowledge makes it more relevant to 21st-century skills than traditional exams that emphasize content.

Weaknesses of PISA

However, PISA has significant limitations. Critics say that cultural and language differences may affect performance, making comparisons less accurate despite statistical adjustments (Koretz, 2017). Furthermore, because PISA is a high-profile study, it might lead governments to narrow their policies to focus only on tested areas or adopt oversimplified reforms. Some scholars warn that the correlations found in PISA cannot prove causation, but policymakers sometimes interpret them as such, leading to misleading conclusions (Sjøberg, 2019).

In summary, PISA is a useful tool for spotting global educational trends and sparking discussions about educational quality. Its strengths include its scale, standardization, and emphasis on practical skills, while its weaknesses involve cultural differences, potential misuse of results, and challenges in interpreting causation. When used carefully, PISA can support informed discussions—though it should not be seen as the final measure of national education quality.

Breakspear, S. (2012). The Policy Impact of PISA: An Exploration of the Normative Effects of International Benchmarking in School System Performance. OECD Publishing.
Koretz, D. (2017). The Testing Charade: Pretending to Make Schools Better. University of Chicago Press.
OECD. (2019). PISA 2018 Results. OECD Publishing.
Sjøberg, S. (2019). PISA: A Political Project. European Journal of Education, 54(2), 209–222.