PISA 2000

Summary

The Programme for International Student Assessment (PISA) is an international standardised education research study of 15-year-olds. PISA 2000 is the first administration of a three-yearly OECD assessment. Thirty-two countries took part in PISA 2000.

Three key learning subject areas are assessed: mathematics, science and reading, with a main focus on one of these areas in each cycle. is the main focus of PISA 2000.

PISA Cycles, Information, Publications and International Data

Please consider the environment before printing the contents of this report. For each individual three year cycle of PISA and publications based on PISA results please refer to 'Related Pages' inset box (top right). For links to international publications, data and information on the OECD website refer to the 'Where to find out More' inset box (right).

PISA Key Facts

Key Facts: PISA 2000

When:         July/August 2000.

Who:           3,667 15-year-old students from 153 schools (state, state-integrated and independent) Schools and students were selected using a
                    two-stage stratified sampling design. Internationally, around 300,000 students took part.

What:         OECD International Standardised Study measuring reading literacy (main focus), scienctific literacy and mathematical literacy, and a
                    school, student and parent questionnaire.

How:           Conducted under the auspices of the OECD; managed and managed within New Zealand by the Ministry of Education.

Where:       32 countries (including New Zealand) plus an additional 11 countries administered PISA 2000 in 2002.

Reading Literacy (main focus)

PISA's Definition of Reading Literacy

Reading Literacy is understanding, using and reflecting on written texts, in order to achieve one's goals to develop one's knowledge and potential and to participate in society.

Source: OECD (1999) Measuring Student Knowledge and Skills: A New Framework for Assessment, Paris: OECD.

Key Findings: Reading Literacy

  • New Zealand students were among the best with the:
    • highest proportion of students at the top of reading literacy
    • third highest mean score on the combined reading literacy scale as measured by PISA.
  • Girls, students from high decile schools, students from high socio-economic status families, students from single-sex schools (although this probably linked to socio-economic status) and students from major urban areas performed relatively well.
  • Some groups who didn't perform well were still above the OECD mean.
  • There was a wide spread of scores within schools - it is likely that each school is working with a diverse range of student ability.
  • It was evident that there were students from each gender and each ethnic grouping who were high performers. Similarly, there were students from each of these groups who were low performers. The performance differences within these groups were greater than the difference between these groups (eg, there was more variation in performance among girls than there was between boys and girls).

Key Findings: Mathematical and Scientific Literacy

  • New Zealand is in the top performing group of countries for both mathematical and scientific literacy with the:
    • third highest mean score for mathematical literacy, sixth highest for scientific literacy as measured by PISA.
  • There is not much difference between boys and girls in New Zealand in these areas of literacy.
  • Students from high decile schools, high socio-economic families and single -sex schools (although this is probably linked to socio-economic status), perform relatively well. 
  • For scientific literacy, students from major urban schools perform better (no statistical difference for mathematical literacy). 
  • There was a wide spread of scores within schools - it is likely that each school is working with a diverse range of student ability.

PISA 2000 Questionnaires

All participating students completed a 30 minute questionnaire that asked about students' attitudes, beliefs, learning strategies, and the home and school environments within which students learn. Students also completed a ten minute Information and Technology and Communications Questionnaire. Principals (or his or her delegate) also completed a School Questionnaire.

PISA 2000 Questionnaires

Related Pages

Where to find out more

Contact Us

PISA
For queries about the Programme for International Student Assessment (PISA) please contact the: PISA Mailbox

PISA 2000

Summary

The Programme for International Student Assessment (PISA) is an international standardised education research study of 15-year-olds. PISA 2000 is the first administration of a three-yearly OECD assessment. Thirty-two countries took part in PISA 2000.

Three key learning subject areas are assessed: mathematics, science and reading, with a main focus on one of these areas in each cycle. is the main focus of PISA 2000.

PISA Cycles, Information, Publications and International Data

Please consider the environment before printing the contents of this report. For each individual three year cycle of PISA and publications based on PISA results please refer to 'Related Pages' inset box (top right). For links to international publications, data and information on the OECD website refer to the 'Where to find out More' inset box (right).

PISA Key Facts

Key Facts: PISA 2000

When:         July/August 2000.

Who:           3,667 15-year-old students from 153 schools (state, state-integrated and independent) Schools and students were selected using a
                    two-stage stratified sampling design. Internationally, around 300,000 students took part.

What:         OECD International Standardised Study measuring reading literacy (main focus), scienctific literacy and mathematical literacy, and a
                    school, student and parent questionnaire.

How:           Conducted under the auspices of the OECD; managed and managed within New Zealand by the Ministry of Education.

Where:       32 countries (including New Zealand) plus an additional 11 countries administered PISA 2000 in 2002.

Reading Literacy (main focus)

PISA's Definition of Reading Literacy

Reading Literacy is understanding, using and reflecting on written texts, in order to achieve one's goals to develop one's knowledge and potential and to participate in society.

Source: OECD (1999) Measuring Student Knowledge and Skills: A New Framework for Assessment, Paris: OECD.

Key Findings: Reading Literacy

  • New Zealand students were among the best with the:
    • highest proportion of students at the top of reading literacy
    • third highest mean score on the combined reading literacy scale as measured by PISA.
  • Girls, students from high decile schools, students from high socio-economic status families, students from single-sex schools (although this probably linked to socio-economic status) and students from major urban areas performed relatively well.
  • Some groups who didn't perform well were still above the OECD mean.
  • There was a wide spread of scores within schools - it is likely that each school is working with a diverse range of student ability.
  • It was evident that there were students from each gender and each ethnic grouping who were high performers. Similarly, there were students from each of these groups who were low performers. The performance differences within these groups were greater than the difference between these groups (eg, there was more variation in performance among girls than there was between boys and girls).

Key Findings: Mathematical and Scientific Literacy

  • New Zealand is in the top performing group of countries for both mathematical and scientific literacy with the:
    • third highest mean score for mathematical literacy, sixth highest for scientific literacy as measured by PISA.
  • There is not much difference between boys and girls in New Zealand in these areas of literacy.
  • Students from high decile schools, high socio-economic families and single -sex schools (although this is probably linked to socio-economic status), perform relatively well. 
  • For scientific literacy, students from major urban schools perform better (no statistical difference for mathematical literacy). 
  • There was a wide spread of scores within schools - it is likely that each school is working with a diverse range of student ability.

PISA 2000 Questionnaires

All participating students completed a 30 minute questionnaire that asked about students' attitudes, beliefs, learning strategies, and the home and school environments within which students learn. Students also completed a ten minute Information and Technology and Communications Questionnaire. Principals (or his or her delegate) also completed a School Questionnaire.

PISA 2000 Questionnaires

Related Pages

Where to find out more

Contact Us

PISA
For queries about the Programme for International Student Assessment (PISA) please contact the: PISA Mailbox