PISA 2015

For the first time, a German institution – DIPF – was commissioned with international responsibility for a central module of the PISA study on behalf of the OECD.


DIPF was tasked with conceptualising, developing and assessing all of the questionnaires implemented in PISA 2015. This included the development of indicators for worldwide educational monitoring in the PISA 2015 study.

PISA does not only measure the competencies of 15-year-old students in the areas of reading, natural sciences and mathematics, but also the so-called context factors of education. Those include the learning conditions in schools and instructional settings, the attitudes and interests of the young people as well as their familial background. These context factors are assessed with questionnaires answered by students, parents and teachers. 

Framework for the Questionnaires Employed in PISA 2015

Together with the international Questionnaire Expert Group, DIPF developed the theoretical framework for the questionnaires, which described the theoretical background and models underlying the context factors. Building on this, the questions for the different target groups were framed. For PISA 2015, a new questionnaire for teachers at the PISA schools was included which assessed both their professional background as well as their view on their schools and their teaching.

All questionnaires were initially tested in the participating countries in 2014 and then implemented in PISA 2015. The results produced fundamental information for the OECD's reporting, the national PISA report and the German National Report on Education. The data were published in December 2016.

Questionnaire Expert Group

Professor Dr. Eckhard Klieme acted as chairperson of the Questionnaire Expert Group for PISA 2015.

Further members were:

    • Dr. Gregory Elacqua, Universidad Diego Portales, Chile
    • Prof. Dr. David Kaplan, University of Wisconsin – Madison, United States
    • Prof. Dr. Marit Kjærnsli, University of Oslo, Norway
    • Prof. Dr. Leonidas Kyriakides, University of Cyprus, Cyprus
    • Prof. Dr. Henry Levin, Columbia University, United States
    • Prof. Dr. Naomi Miyake, University of Tokyo, Japan
    • Prof. Dr. Jonathan Osborne, Stanford University, United States
    • Prof. Dr. Kathleen Scalise, University of Oregon, United States
    • Prof. Dr. Fons van de Vijver, Tilburg University, Netherlands
    • Prof. Dr. Ludger Wößmann, University Munich, Germany