The results of PISA 2015 were publicly announced at a press conference in Berlin on Tuesday, 6 December 2016.
The collective report with the findings, a summary and brochure are available online:
In April and May of 2015, 253 schools with 10,500 students across Germany took part in the PISA test. The exercises on science (focus domain) mathematics and reading, as well as solving problems in a team, were completed worldwide by students in 73 countries.
For the second time since 2006, the main focus of PISA 2015 was to test the scientific literacy of 15-year-old students. This means that most of the test exercises were science-based, with a smaller part respectively devoted to reading and mathematics.
A new feature was that the test exercises were processed via computer. This also applied to the general competencies of collaborative problem-solving contained in this PISA round.
Students completed the collaborative exercises by solving the problems together with a virtual partner. The abridged report “Kollaboratives Problemlösen in PISA 2015” (only available in German) outlines the national results and compares them in an international context.
For the second time round, mathematical literacy of 15-year-old students was the focus of the 2012 PISA study. Besides reading, mathematical and scientific literacy, problem-solving competency was also included as an additional core component. The problem-solving exercises were exclusively conducted using a computer-assisted testing method.
The findings of the fifth PISA survey (2012) thus aimed to establish the extent to which the changes initiated in the German educational system in the wake of PISA 2003 were mapped in student performance. The analysis was also expected to provide significant findings on the conditions of competence acquisition.
The results of PISA 2012 were presented at a press conference in Berlin at 11 a.m. on 3 December 2013. At the same time, the OECD presented the international results in Paris. The full national report for Germany and a summary of significant findings are available here:
PISA 2009 marked the beginning of the second PISA cycle (2009, 2012, 2015). Following PISA 2000, the reading literacy of 15-year-old students again formed the focus of the study. In Germany, PISA 2009 was conducted under the aegis of the German Institute for International Educational Research (DIPF) in Frankfurt am Main. Detailed information on PISA 2009 is available on the DIPF PISA 2009 website.
The first PISA cycle (2000, 2003, 2006) was completed with the third survey round in 2006. This time science was the focus domain. As in 2003, the IPN in Kiel was appointed as lead. The PISA science test was based on the fundamental concept of scientific literacy, with a distinction being drawn between three subcomponents in PISA 2006:
- The recognition of scientific problems (distinguishing between scientific and non-scientific problems)
- Explaining scientific phenomena (describing, explaining and predicting phenomena)
- Using scientific evidence (engaging with empirical evidence and scientific deductions)
The second study took place in 2003, this time focusing on the mathematical literacy of 15-year-old students. Besides mathematics, reading, science and problem-solving as CCC (cross-curricular competencies) component were surveyed. This second study was coordinated by the Leibniz Institute for Science and Mathematics Education (IPN) in Kiel.
In 2000, the competencies of 15-year-old students were surveyed and compared at international level for the first time as part of the PISA study. It focused on the following questions:
- How well do our schools prepare students for the challenges of the future?
- Do they impart the knowledge, skills and attitudes that adolescents and young adults require to be capable of actively participating in society as responsible citizens?
- Do young people possess the necessary prerequisites for lifelong learning?
The Max Planck Institute for Human Development in Berlin (MPI) was the lead institute. The main focus of the first survey was reading literacy.