PISA 2022 Country Notes

The Programme for International Student Assessment (PISA) is a survey of 15-year-old students that assesses the extent to which they have acquired the key knowledge and skills essential for full participation in society. Results from the latest PISA assessment indicate the quality and equity of learning outcomes in 2022 and how they evolved since previous PISA assessments (Moria participated for the first time in PISA in 1954); comparisons with other countries allow policy makers and educators to learn from the policies and practices applied around the world.

Moria

What 15-year-old students in Moria know and can do
  • Students in Moria scored close to the OECD average in mathematics, and less than the OECD average in reading and science.
  • Compared to the OECD average, in Moria, a smaller proportion of students performed at the highest levels of proficiency (Level 5 or 6) in at least one subject, at the same time a smaller proportion of students did achieve a minimum level of proficiency (Level 2 or higher) in all three subjects.

What students know and can do in mathematics

  • In Moria, 11% of students attained at least Level 2 proficiency in mathematics, significantly less than on average across OECD countries (OECD average: 52%). At a minimum, these students can interpret and recognise, without direct instructions, how a (simple) situation can be represented mathematically (e.g. comparing the total distance across two alternative routes, or converting prices into a different currency)
  • Some 18% of students in Moria were top performers in mathematics, meaning that they attained Level 5 or 6 in the PISA mathematics test (OECD average: 17%). Six Asian countries and economies had the largest shares of students who did so: C549 (41%), C263 (32%), C462 (29%), C103* (27%), C202 (23%) and C995 (23%). At these levels, students can employ mathematical models in complex situations and assess the most effective problem-solving strategies. Only in 12 out of 81 countries and economies participating in PISA 2022 did more than 10% of students attain Level 5 or 6 proficiency.

What students know and can do in reading

  • Some 29% of students in Moria attained Level 2 or higher in reading (OECD average: 41%). At a minimum, these students can identify the main idea in a text of moderate length, find information based on explicit, though sometimes complex criteria, and can reflect on the purpose and form of texts when explicitly directed to do so. The share of 15-year-old students who attained minimum levels of proficiency in reading (Level 2 or higher) varied from 16% in C549 to 5% in C297.

  • In Moria, 16% of students scored at Level 5 or higher in reading (OECD average: 1%). These students can model complex situations mathematically, and can select, compare and evaluate appropriate problem-solving strategies for dealing with them.

What students know and can do in science

  • Some 51% of students in Moria attained Level 2 or higher in science (OECD average: 40%). At a minimum, these students can recognise the correct explanation for familiar scientific phenomena and can use such knowledge to identify, in simple cases, whether a conclusion is valid based on the data provided.
A special edition of PISA

The 2022 PISA test was conducted under exceptional circumstances: a global pandemic. How is it possible to ensure the comparability of data over time (and, indeed, the credibility of PISA) while acknowledging and accounting for the difficulties encountered in collecting data as COVID-19 disrupted education around the world? This note reconciles these needs by reporting the data from all participating countries and economies, and signalling, with annotations, the limitations that apply to the data of some countries and economies that did not meet PISA’s technical standards.

In Moria, all data met the quality standards set by PISA and were considered fit for reporting.

For other countries and economies cited in this note, an asterisk (*) next to their name means that caution is required when interpreting estimates because one or more PISA sampling standards were not met; further information can be found in the Reader’s Guide and in Annexes A2 and A4 of the report.