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The OECD has initiated PISA for Development (PISA-D) in response to the rising need of developing countries to collect data about their education systems and the capacity of their student bodies. This report aims to compare and contrast approaches regarding the instruments that are used to collect data on (a) component skills and cognitive instruments, (b) contextual frameworks, and (c) the implementation of the different international assessments, as well as approaches to include children who are not at school, and the ways in which data are used. It then seeks to identify assessment practices in these three areas that will be useful for developing countries. This report reviews the major international and regional large-scale educational assessments: large-scale international surveys, school-based surveys and household-based surveys. For each of the issues discussed, there is a description of the prevailing international situation, followed by a consideration of the issue for developing countries and then a description of the relevance of the issue to PISA for Development.

This annex presents general information about the main characteristics of the reviewed large-scale assessments. A summary table is presented first, and more detailed descriptions are provided in the sections that follow the table.

The purpose of this chapter is to provide an overview of the main findings of the review of international large-scale learning assessments. In particular, the chapter summarises the practices of these assessments that are recognised as being effective, especially in the context of developing countries and draws lessons from them for the benefit of the PISA for Development (PISA-D) initiative. These findings and lessons are identified and presented in three main areas: i) component skills and cognitive assessments; ii) contextual data collection instruments; and iii) implementation procedures, methods and approaches to include out-of-school children, and the use of data.

This chapter looks at the frameworks used in PISA and other surveys to assess reading, mathematics and science. In the case of each of the reviewed assessments the chapter outlines the approach used for the following: i) item development; ii) test design; iii) psychometric analyses; iv) cross-country comparability; v) trends; vi) proficiency levels; vii) translation, adaptation and verification of cognitive instruments; and viii) field trials and item selection. Under each of these areas, the implications and lessons for PISA for Development (PISA-D) are discussed.

This chapter looks at the frameworks and instruments for collecting contextual data used by PISA and other large-scale assessments. In the case of each of the reviewed assessments, the chapter outlines the approach used for the following: types of contextual data collection instruments used; mode of delivery; development of contextual data collection instruments; translation, adaptation, verification; main factors and variables used; technical aspects of contextual data collection instruments, such as question formats and scaling and computing of relevant contextual constructs. In each of these areas the implications and lessons for PISA for Development (PISA-D) are identified and discussed.

In the past two decades there has been a strong emphasis on increasing access to education for children around the globe. The Education for All goals established in Jomtien, Thailand in 1990 reflected a strong commitment by countries to meeting basic learning needs for their children. The commitment to improving “Learning for All” was restated in 2000 in the Dakar Framework for Action, in which Goal 6 emphasised improving the quality of education (UNESCO, 2000). At the same time, the Millennium Development Goal (MDG) 2 also included a focus on all children and youth completing primary school.

This last chapter looks at how the data from the reviewed large-scale assessments are analysed, reported and used. In particular, the chapter examines analytical approaches used for reporting, reports and communication of results, and use of data and results. In the case of each of the reviewed assessments, the chapter highlights any lessons that may be relevant for PISA for Development (PISA-D).

The OECD has initiated PISA for Development (PISA-D) in response to the rising need of developing countries to collect data about the performance of their education systems and the capacity of their student bodies and in the context of the Education 2030 agenda which emphasises improved learning outcomes. This report has been commissioned by the OECD and the World Bank to inform the development and implementation of PISA-D but it also serves a wider interest in the experiences and lessons from the major international, regional and national large-scale educational assessments.

This chapter describes the methodology used for the review of the large-scale assessments. The chapter explains how the three main objectives of PISA for Development (PISA-D) were used as a framework for analysing the different surveys and extracting key principles, guidelines, approaches and lessons from the reviewed surveys’ experiences, professional testing practices and approaches to provide recommendations and guidance for the PISA-D project.

This chapter looks at two aspects of large-scale assessments. First, the implementation procedures used by PISA and other assessments, in particular institutional arrangements, sampling methods, data collection, data processing, and standardisation of implementation. In the case of each of the reviewed assessments, the chapter highlights any lessons that may be relevant for PISA for Development (PISA-D). Second, the chapter examines the methods and approaches that some of the reviewed surveys use to include out-of-school children in the assessments and highlights some lessons for PISA-D in this regard.