Pisa 2022 Technical Report
Bibliographic Data
| ID | 23399472 |
|---|---|
| Authors | OECD OECD (corresponding author) |
| Year | 2024 |
| Publication date | 2024-03-01 |
| Open Access | No |
| Type | BOOK |
| Venue | Pisa 2022 Technical Report (SOURCE_BOOK) |
| Publisher | OECD (PUBLISHER) |
| DOI | 10.1787/01820d6d-en |
| OpenAlex | W4392353962 |
| ISBN | 9789264928909 |
| Language | EN |
| Citations received | 72 |
| References cited | 23 |
This Technical Report has been prepared by those who implemented PISA during its 2022 cycle to provide transparency to these procedures and to the statistical and mathematical methods that underpin the comparability and validity of PISA 2022 results.
Artificial Intelligence in Education · Computer Science · Education and Vocational Training · Teaching and Learning Programming
Digital media use and availability can mitigate the digital divide
Socioeconomic inequalities in digital practices and outcomes
Profiles of academic performance and perceived digital distraction in secondary classrooms
Understanding the relationships among ICT use, self-efficacy, and achievement in Pisa 2022
Do university-educated families lose their edge as education expands? The withering performance and advantage of their children
Predicting STEM competencies with machine learning
Investigating the factors influencing secondary school students’ creative thinking based on the opportunity–propensity framework
Predicting Math and Science Literacy from School Digital Device Policies and Students’ Sense of School Belonging
Unequal Help
Do digital technology – reading links differ between English and Chinese? Considering language systems and school contexts
Inconsistent Responding on a Mixed-Worded Scale in the Pisa 2022 Questionnaire
Technology, pedagogy, and feedback
Effects of Taiwan's National Curricula on Students' Mathematical Literacy
Schools’ Agency Matters
What are the influential factors for emotional regulation? A latent profile analysis based on Pisa 2022 Taiwan data
Estimation and determinants of school efficiency in public education
Noncognitive predictors of mathematics achievement
Zusammenhänge zwischen professioneller Handlungskompetenz von Lehrkräften, der Unterrichtsgestaltung und der Förderung mehrdimensionaler Bildungsziele in den Naturwissenschaften – Ergebnisse aus Pisa-Ceco
Bayesian Hierarchical Moderated Factor Analysis for Testing Measurement Invariance in Multilevel Data
From creative personality to creative thinking in adolescents
Determining key predictors of students’ latent profiles in mathematical literacy
The Impact of Digital Capital on Creative Thinking in Middle School Students
Identifying Subgroups of Students’ Creative Thinking Skills
Exploring the role of home language and socioeconomic factors in math achievement
Students’ STEM career expectations
Predictive insights into U.S. students’ mathematics performance on Pisa 2022 using ensemble tree-based machine learning models
Teaching the teacher? How content of Australian initial teacher education programs relates to professional satisfaction across the career
How do pupil feelings of school safety relate to their attendance and wellbeing? Longitudinal evidence from England
Professional well-being in multilingual classrooms
The association between social factors and reading performance among the majority population and immigrant-origin adolescents in Finland
Unraveling the Finnish Paradox
Profiling ICT users and social-emotional and academic outcomes
From Autonomy to Creative Pedagogies
Identifying key predictors of resilience in mathematics engagement
Opposing pathways linking gender school belonging and mathematics achievement
Growth mindset is positively associated with mathematics attainment in Scotland—But socioeconomic status plays a greater role
Distinct Social Factors Are Linked to Epistemic Curiosity and Digital Information‐Seeking Among Adolescents
Decoding Creative Pathways
Latent profile analysis of eighth-grade students’ algebraic reasoning in China
Enhancing Precision in Pisa's 2022 Creative Thinking Assessment
Investigating the Mechanisms of Instructional Leadership on Student Academic Performance
Revisiting educational assumptions
Pathways to gender equity in Latin America and the Caribbean
Overrepresentation of female teachers in secondary education and gender achievement gaps in Pisa 2022
Unfolding the Moderating Role of Gender in the Relationship Between Teacher Support and Students’ Well-being
Principal leadership, school processes, and student achievement
Number of books at home and student achievement
Moderation effect of ecological profiles on the relationship between self directed learnings self efficacy and teacher support
The link between teacher–student relations and sense of school belonging is not equal for all
Misclassification Produced by Rapid-Guessing Identification Methods and Their Suitability Under Various Conditions
How Extreme Is It Anyways
Decoding Singapore’s Mathematics Mastery
Schulabsentismus aus einer humanökologischen Perspektive – aktuelle Analysen mit Pisa 2022
The thermostat of opportunity
ICT Availability and Socioeconomic Status
Machine-Learning Applications in Predicting Students’ Non-Cognitive Skills
Narrowing and widening the reading divide associated with home language background
A cross-national validation of a Climate Change competence scale for secondary school students in Spain and Honduras
Social and emotional skills and young people's expectations of social status and mobility
The role of beliefs and social–emotional skills in shaping educational expectations among Romanian adolescents
Linking Parent-Adolescent Congruence in Perceived Parental Emotional Support to Adolescent Developmental Outcomes
Uncovering Behavioral Patterns in Creative Thinking
Creative Thinking Assessment Across Cultures
One Score, Two Components
The Multidimensionality and Domain‐Specificity of Pisa 2022 Creative Thinking Assessment
More Creative Activities, Lower Creative Ability
Methodological Reflections on Pisa 'S Creative Thinking Assessment
Exploring the Role of Response Time in Item Response Theory
Content Validity of Creativity Self‐Report Questionnaires From Pisa 2022
Pisa 2022 Creative Thinking
Evaluating the Alignment Between Pisa 2022 Creative Thinking Scoring Rubric and Creativity Theory
Teachers, peers, and academic effort
Handbook of Modern Item Response Theory
The Jackknife, the Bootstrap and Other Resampling Plans
Pisa 2022 Assessment and Analytical Framework
Model Assisted Survey Sampling
Effects of Local Item Dependence on the Fit and Equating Performance of the Three-Parameter Logistic Model
Estimating Population Characteristics From Sparse Matrix Samples of Item Responses
A Rasch Model for Partial Credit Scoring
The measure of socio-economic status in Pisa
Local Dependence Indexes for Item Pairs Using Item Response Theory
Randomization-Based Inference about Latent Variables from Complex Samples
Marginal Maximum Likelihood Estimation of Item Parameters
Weighted Likelihood Estimation of Ability in Item Response Theory
Why Isn't Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research
In Praise of Convergent Thinking
A new look at the statistical model identification
Measurement Invariance, Factor Analysis and Factorial Invariance
Three Internationally Standardised Measures for Comparative Research on Occupational Status
Multiple Imputation for Nonresponse in Surveys
An Essay on Measurement and Factorial Invariance
Detecting outliers
Creativity
Confirmatory factor analysis and item response theory
The structure of intellect
| Unique citing works | 72 |
|---|---|
| Citations per year | 36 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 68 |