Program for International Student Assessment 2025 (PISA 2025) Main Study

Program for International Student Assessment 2025 (PISA 2025)

Appendix C2-c

PISA 2025 Questionnaire – School

U.S. Adaptations

OMB# 1850-0755 v.31

National Center for Education Statistics (NCES)

U.S. Department of Education Institute of Education Sciences

Washington, DC

July 2023

Revised August 2024

Revised January 2025

Table of Contents

School Questionnaire ................................................................................................. 1

Proposed adaptations to PISA 2025 Main Study Questionnaires

This package provides the U.S. versions of the full-scale questionnaires for the 2025 main study. The changes comprise questions that will be deleted based on review and discussion within NCES and feedback from other stakeholders.

PISA includes both student and school questionnaires. In addition, there are two sets of student questionnaires—core and survey questions related to Information Communication Technology (ICT). Due to the size of these files, the submission is broken into three separate files—Student Core (C-2a), Student ICT (C-2b), and School Questionnaire (C-2c).

PISA 2025

School Questionnaire

SCHOOL QUESTIONNAIRE FOR PISA 2025

Dear <school administrator>,

Thank you for participating in this study. This questionnaire asks for information about:

• School background information

• School management

• Teaching staff

• Assessment and evaluation

• Targeted groups

• School climate

This information will help illustrate the similarities and differences between groups of schools in order to better establish the context for students’ test results. For example, the information provided may help to establish what effect the availability of resources may have on student achievement – both within and between countries.

The questionnaire should be completed by the principal or designate. It should take about 45 minutes to complete.

For some questions specific expertise may be needed. You may consult experts to help you answer these questions.

If you do not know an answer precisely, your best estimate will be adequate for the purpose of the study.

Please note that the forward button used to proceed to the next question is located at the bottom right hand corner of your screen. In some instances you may need to scroll down to the bottom of your screen to access this forward button.

Your answers will be kept confidential. They will be combined with answers from other principals to calculate totals and averages in which no school can be identified.

<School reminder note>

SC001

Which of the following definitions best describe the community in which your school is located?

(Please select one response.)

^SC001Q01TA A village, hamlet or rural area (fewer than 3,000 people) ₀₁

^SC001Q01TA A small town (3,000 to about 15,000 people) ₀₂

^SC001Q01TA A town (15,000 to about 100,000 people) ₀₃

^SC001Q01TA A city (100,000 to about 1,000,000 people) ₀₄

^SC001Q01TA A large city (1,000,000 to about 10,000,000 people) ₀₅

^SC001Q01JA A megacity (with over 10,000,000 people) ₀₆

Year(s) Administered	2000, 2003, 2006, 2009, 2012, 2015, 2018, PISA-D, 2022
Content Domain Type	General
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	B4
Module Label	School type and resources
Construct	School location
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: Consistent with previous cycles.

^SC013 Is your school a public or a private school?

(Please select one response.)

SC013Q01TA

SC013Q01TA

A public school ₀₁

(This is a school managed directly or indirectly by a public education authority, government agency, or governing board appointed by government or elected by public franchise.)

A private school ₀₂

(This is a school managed directly or indirectly by a non- government organization; e.g., a church, trade union, business, or other private institution.)

Year(s) Administered	2000, 2003, 2006, 2009, 2012, 2015, 2018, PISA-D, 2022
Content Domain Type	General
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	B4
Module Label	School type and resources
Construct	School type
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: Consistent with previous cycles. Note that the follow up construct “Type of organization running school” is not included.

SC016

About what percentage of your total funding for a typical school year comes from the following sources?

(Please enter a number for each response. Enter “0” (zero) if there are none.)

%

Government (includes local, state, and federal) ⁰¹

SC016Q01TA

SC016Q02TA

SC016Q03TA

Student fees or school charges paid by parents or

guardians ⁰¹

Benefactors, donations, bequests, sponsorships, parent

or guardian fundraising ⁰¹

SC016Q04TA _Other ⁰¹

Total 100%

Consistency check/soft reminder if the sum is not 100: Sum does not add to 100%, please check your response.

Year(s) Administered	2000, 2003, 2006, 2009, 2012, 2015, 2018, PISA-D, 2022
Content Domain Type	General
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	B4
Module Label	School type and resources
Construct	School funding sources
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: Consistent with previous cycles.

SC011

SC011Q01TA

We are interested in the options parents or guardians have when choosing a school for their children.

Which of the following statements best describes the schooling available to students in your location?

(Please select one response.)

There are two or more other schools in this area that compete for our

students. ⁰¹

^SC011Q01TA There is one other school in this area that competes for our students. ₀₂

^SC011Q01TA There are no other schools in this area that compete for our students. ₀₃

Year(s) Administered	2006, 2009, 2012, 2018, 2022 FT
Content Domain Type	General
Policy Content Area	Governance, System-Level Policies and Practices
Framework Cell	B5
Module Label	Selection and enrolment
Construct	School competition for students
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	New (from 2022 FT)

Question notes: Consistent with previous cycles.

SC002

As of February 1, 2024, what was the total school enrollment (number of students)?

(Please enter a number for each response. Enter “0” (zero) if there are none.)

SC002Q01TA Number of boys: ₀₁

SC002Q02TA Number of girls: ₀₁

SC002Q03TA Number of students who identify as nonbinary or another ₀₁

gender:

Year(s) Administered	2000, 2003, 2006, 2009, 2012, 2015, 2018, PISA-D, 2022
Content Domain Type	General
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	B4
Module Label	School type and resources
Construct	Number of students
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Modified

Question notes: Update to 2025 sample parameters. Optional third category consistent with proposal for student questionnaire gender “<Number of students who are non-binary/diverse>”.

SC211

Approximately what percentage of students in grade 10 in your school have the following characteristics?

(Please consider that students may fall into multiple categories.) (Please move the slider to the appropriate percentage.)

^SC211Q02JA Students with special learning needs ₀₁

^SC211Q03JA Students from socioeconomically disadvantaged homes ₀₁

^SC211Q06JA Students who are refugees ₀₁

NAT OPT Q1

Students who are eligible for free or reduced-price lunch ₀₁

through the National School Lunch Program

_{Help button} "Special learning needs" students are those for whom a special learning need has been formally identified because they are mentally, physically, or emotionally disadvantaged (this includes dyslexia and ADHD). Often they will be those for whom additional public or private resources (personnel, material or financial) have been provided to support their education.

"Socioeconomically disadvantaged homes" refers to homes lacking the basic necessities of life, such as adequate housing, nutrition or medical care.

"Students who are immigrants" are those who were born outside the country with a citizenship of a different country.

"Students who have parents who have immigrated" are those who have at least one parent who was born outside the country with a citizenship of a different country.

"Refugees" are those who, regardless of legal status, fled to another country seeking refuge from war, political oppression, religious persecution, or a natural disaster.

Slider bar: parking position, 0‑100%; step=1.

Year(s) Administered	2022 FT
Content Domain Type	General
Policy Content Area	School Practices, Policies, and Infrastructure
Framework Cell	B4
Module Label	School culture and climate
Construct	School demographic profile
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	New (from 2022 FT)

Question notes: Added examples in brackets into the definition for “Special learning need”, specifically: “(this includes dyslexia and ADHD)”.

SC018

How many of the following teachers are on the staff of your school?

Include both full-time and part-time teachers. A full-time teacher is employed at least 90% of the time as a teacher for the full school year. All other teachers should be considered part-time. Regarding the qualification level, please refer only to the teacher’s highest qualification level.

(Please enter a number in each space provided. Enter “0” (zero) if there are none.)

Full-time Part-time

^{SC018Q01TA Teachers in TOTAL} 01 02

Teachers fully certified by the state in their

SC018Q02TA

SC018Q08JA

main assignment field ^{01 02}

Teachers with a Bachelor’s degree or

^{equivalent qualification} 01 02

SC018Q09JA

SC018Q10JA

Teachers with a Master’s degree or

equivalent qualification ^{01 02}

Teachers with a Doctoral degree or

equivalent qualification ^{01 02}

Year(s) Administered	2003, 2006, 2009, 2012, 2015, 2018, 2022
Content Domain Type	General
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	B4
Module Label	School type and resources
Construct	Number and work-schedule of teachers in school Teacher qualifications (Module 17)
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: Consistent with previous cycles.

SC182

How many of the following are on the science staff of your school?

Include both full-time and part-time teachers. A full-time teacher is employed at least 90% of the time as a teacher for the full school year. All other teachers should be considered part-time.

Please count only those teachers who have taught or will teach science during the current school year.

(Please enter a number in each space provided. Enter “0” (zero) if there are none.)

Full-time Part-time

^SC182Q01WA Science teachers in TOTAL _{01 02}

^SC182Q12 Science teachers who are female _{01 02}

Science teachers fully certified by a teacher

SC182Q06WA

SC182Q07JA

certification authority ^{01 02}

Science teachers with at least a

Bachelor’s degree or equivalent _{01 02}

SC182Q08JA

Science teachers with at least a Bachelor’s or equivalent with a major in a

science field ^{01 02}

SC182Q09JA	Science teachers with at least a Bachelor’s degree or equivalent qualification in education		01	02
SC182Q10JA	Science teachers with an Associate degree but not a Bachelor’s degree or equivalent		01	02
SC182Q11JA	Science teachers with a professional background in a relevant industry (e.g., engineering, research)		01	02

Year(s) Administered	2003, 2012, 2022
Content Domain Type	Domain-specific
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	A4
Module Label	School type and resources
Construct	Gender composition of science teachers Number of science teachers in school Science teacher qualifications
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Modified

Question notes: Changed “Teachers of mathematics” to <School science> teachers” (from PISA 2015). Updated mathematics to science. Added item to capture “<School science> teachers who are female”.

SC168

For each type of position listed below, please indicate the number of non-teaching staff currently working in this school.

(Please consider that non-teaching staff may fall into multiple categories.)

(Please enter a number in each space provided. Enter “0” (zero) if there are none.)

^SC168Q01JA Personnel for pedagogical support, irrespective of the grade ₀₁

levels/ages they support

Including all teacher aides or other non-teaching professionals who provide instruction or support teachers in providing instruction, professional curriculum/instructional specialists, and educational media specialists.

^SC168Q05JA Personnel focused on student well-being ₀₁

Including psychologists, nurses, and counsellors

^SC168Q02JA School administrative personnel ₀₁

Including receptionists, secretaries, and administration assistants

^SC168Q03JA School management personnel ₀₁

Including principals, assistant principals, and other staff whose main activity is management

Year(s) Administered	2022
Content Domain Type	General
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	B4
Module Label	School type and resources
Construct	Number of non-teaching staff
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: New category added for non-teaching staff focused on student wellbeing.

SC012

How often are the following factors considered when students are admitted to your school?

(Please select one response in each row.)

Never Sometimes Always

SC012Q01TA	Student’s record of academic performance (including placement tests)
SC012Q02TA	Recommendation of feeder schools
SC012Q03TA	Parents’ or guardians’ endorsement of the instructional or religious philosophy of the
	school

SC012Q04TA

SC012Q05TA

Whether the student requires or is

interested in a special program

Preference given to family members of

current or former students

^SC012Q06TA Residence in a particular area

Year(s) Administered	2000, 2003, 2006, 2009, 2012, 2015, 2018, PISA-D, 2022
Content Domain Type	General
Policy Content Area	Governance, System-Level Policies and Practices
Framework Cell	B5
Module Label	Selection and enrolment
Construct	Academic school selectivity
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: Consistent with previous cycles. New item suggested. Some countries suggested add “if applicable” in the brackets on Q01. As trend item, this has been kept consistent.

SC185

In your school, how likely is it that a student in grade 10 would be transferred to another school for the following reasons?

(Please select one response in each row.)

Not likely Likely Very likely

^SC185Q01WA Low academic achievement ^SC185Q02WA High academic achievement ^SC185Q03WA Behavioral problems ^SC185Q04WA Special learning needs ^SC185Q05WA Parents’ or guardians’ request

Year(s) Administered	2000, 2012, 2022
Content Domain Type	General
Policy Content Area	Governance, System-Level Policies and Practices
Framework Cell	B5
Module Label	Selection and enrolment
Construct	Transfer policy
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: Consistent with previous cycles

SC202

Who has the main responsibility for the following at your school?

(Please select one response in each row.)

Teachers or

National

	Principal	the school management team	board	education authority	education authority	authority
Appointing or hiring teachers
Dismissing or suspending
teachers from employment
Establishing teachers' starting
salaries, including setting pay scales
Determining teachers’ salary
increases
Formulating the school budget
Deciding on budget
allocations
Establishing student
disciplinary policies and procedures

members of

School

Local

State

education

SC202Q01JA

SC202Q02JA

SC202Q03JA

SC202Q04JA

SC202Q05JA

SC202Q06JA

SC202Q07JA

Establishing student
assessment policies, including state or district assessments
Approving students for
admission to the school
Choosing which learning
materials are used
Determining course content,
including state or district curricula
Deciding which courses are
offered

SC202Q08JA

SC202Q09JA

SC202Q10JA

SC202Q11JA

SC202Q12JA

Year(s) Administered	2022
Content Domain Type	General
Policy Content Area	Governance, System-Level Policies and Practices
Framework Cell	B5
Module Label	School autonomy
Construct	Decentralization of responsibility for decision-making
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022.

SC201

SC201Q03JA

SC201Q04JA

SC201Q05JA

SC201Q06JA

SC201Q07JA

During the last 12 months, how often did you or other members of the school management team engage in the following activities?

(Please select one response in each row.)

	Never or almost never	About once or twice a year	About once or twice a month	About once or twice a week	Every day or almost every day
Providing feedback to teachers based on
observations of instruction in the classroom
Taking actions to support cooperation
among teachers to develop new teaching practices
Taking actions to ensure that teachers
take responsibility for improving their teaching skills
Taking actions to ensure that teachers
feel responsible for their students' learning outcomes
Providing parents or guardians with information on the school and student performance

Collaborating with principals from other schools on difficult work tasks
Working on a professional development plan for this school

SC201Q10JA

SC201Q11JA

Year(s) Administered	2015, 2022
Content Domain Type	General
Policy Content Area	Governance, System-Level Policies and Practices
Framework Cell	B5
Module Label	School autonomy
Construct	School management of team behaviors
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022.

SC004

The goal of the following set of questions is to gather information about the student-digital device ratio for students in grade 10 at your school.

(Please enter a number for each response. Enter “0” (zero) if there are none.)

Number

SC004Q01TA	At your school, what is the total number of students in
	grade 10?	01
SC004Q02TA	Approximately, how many desktop or laptop computers
	are available for these students for educational
	purposes?	01
SC004Q03TA	Approximately, how many of these desktop, laptop or
	computers are connected to the Internet?	01
SC004Q08JA	Approximately, how many tablet devices (e.g.,
	iPad®, Galaxy Book®, Microsoft Surface, Amazon
	Fire®) are available for these students for educational	01
	purposes?
SC004Q09NA	Approximately, how many e-book readers (i.e., portable
	device for reading books on screen, e.g. Amazon®
	KindleTM, Kobo) are available for these students for
	educational purposes?	01
SC004Q07NA	Approximately, how many desktop or laptop computers
	with internet connection are available for teachers in your school?	01

Year(s) Administered	2015, 2018, 2022
Content Domain Type	General
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	B4
Module Label	School type and resources
Construct	Availability of digital devices
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Modified

Question notes: SC004Q08JA has been split into separate items on tablets and e-book readers in case school level information on individual devices is desired to be collected. This item focuses on items available through the school, however some feedback suggested including student’s own smart phones (and whether they are allowed to use them at school).

Notes for translation/adaptation:

<National modal grade for 15-year-olds> should be replaced with the actual name of the grade attended by most 15-year-olds in your country.

SC190 ^{Do the following statements apply to your school?}

(Please select one response in each row.)

Yes No

^SC190Q01JA The school has a written statement about the general

use of digital devices on the school premises.

SC190Q02JA The use of cell phones is not allowed on the school premises.

SC190Q05JA The school has formal guidelines for the use of digital devices for teaching and learning in specific subjects.

SC190Q06JA Teachers establish rules for when students may use digital devices during lessons.

^SC190Q07JA Teachers establish rules in collaboration with students about their use of digital resources (e.g., computers, tablets, software applications, educational learning tools, websites) at school or in class.

^SC190Q08JA The school has a specific program to prepare students

for responsible internet behavior.

SC190Q09JA The school has a specific policy about using social

networks (e.g. Twitter^®, TikTok^®, YouTube^®) in teaching and learning.

SC190Q10JA The school has a specific program to promote collaboration on the use of digital devices among teachers.

^SC190Q11JA The school has a scheduled time for teachers to meet, to share, evaluate or develop instructional materials and approaches that employ digital devices.

Year(s) Administered	2022 (adapted from 2018)
Content Domain Type	General
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	B4
Module Label	Organization of student learning at school
Construct	Digital device / ICT policies
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022.

SC173

To the best of your knowledge, how often have the majority of school staff done each of the following during the 2022-2023 school year?

(Staff includes teachers, personnel for pedagogical support, school administrative personnel, and school management personnel.)

(Please select one response in each row.)

^173Q04JA They taught students how to respond to discrimination.

^SC173Q05JA They taught students to be inclusive of others with different backgrounds.

^SC173Q06JA They provided additional support for students from disadvantaged backgrounds.

Year(s) Administered	2022 FT
Content Domain Type	General
Policy Content Area	School Practices, Policies, and Infrastructure
Framework Cell	B4
Module Label	School culture and climate
Construct	School diversity / Multi-cultural views
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	New (from 2022 FT)

Question notes: Question has been revised based on feedback to reference the last academic year. Feedback highlights difficult some school leaders may have answering this item. Queries around interpretation of “Never/almost never” response, particular to Q01 and Q02, whether this means it doesn’t occur or it doesn’t happen.

SC172

To what extent is each of the following behaviors a problem in your school?

(Please select one response in each row.)

Not at all

Small extent

Moderate extent

Large extent

SC172Q01JA _Cheating SC172Q02JA _Profanity SC172Q03JA _Vandalism SC172Q04JA _Theft

Intimidation or verbal abuse among

SC172Q05JA

SC172Q06JA

SC172Q07JA

SC172Q08JA

students (including texting, emailing, etc.)

Physical injury caused by students to other students

Intimidation or verbal abuse of teachers or non-teaching staff (including texting, emailing, etc.)

Physical injury caused by students to teachers or non-teaching staff

Year(s) Administered	2022
Content Domain Type	General
Policy Content Area	School Practices, Policies, and Infrastructure
Framework Cell	B4
Module Label	School culture and climate
Construct	Disorder and delinquent behavior at school
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022.

SC017

Is your school’s capacity to provide instruction hindered by any of the following issues?

(Please select one response in each row.)

^SC017Q01NA A lack of teaching staff

Not at all

Very little

To some extent

A lot

SC017Q02NA

Inadequate or poorly qualified teaching

staff

^SC017Q03NA A lack of assisting staff

Inadequate or poorly qualified assisting

SC017Q04NA

SC017Q05NA

SC017Q06NA

SC017Q07NA

SC017Q08NA

SC017Q09JA

SC017Q10JA

staff

A lack of educational material (e.g., textbooks, IT equipment, library or laboratory material)

Inadequate or poor quality educational material (e.g., textbooks, IT equipment, library or laboratory material)

A lack of physical infrastructure (e.g., building, grounds, heating/cooling, lighting and acoustic systems)

Inadequate or poor quality physical infrastructure (e.g., building, grounds, heating/cooling, lighting and acoustic systems)

A lack of digital resources (e.g., desktop or laptop computers, internet access, learning management systems or school learning platforms)

Inadequate or poor quality digital resources (e.g., desktop or laptop computers, internet access, learning management systems or school learning platforms)

Year(s) Administered	2015, 2018, 2022
Content Domain Type	General
Policy Content Area	School Practices, Policies, and Infrastructure
Framework Cell	B4
Module Label	School culture and climate
Construct	Factors hindering instruction Shortage of teaching and non-teaching staff; Shortage of educational material and physical infrastructure; Shortage of digital resources
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022.

^SC250 How often does your school offer students the opportunity to take part in the following activities?

(Please select one response in each row.)

Not at all Sometimes Frequently Very

frequently

^SC250Q01 Growing a school garden

^SC250Q01 Creation of environmental student

groups

Whole school or community trash

SC250Q03

SC250Q05

collection

Banning single use plastics in school

lunches and/or cafeterias

^SC250Q06 Recycling programs

Field trips to investigate waste

SC250Q08

SC250Q09

management (e.g., sewage works, landfills)

Inviting guest speakers with special interests in the environment (e.g., biologists, environmental scientists environmental advocates) to talk to staff and students

SC2507Q10

Creation of environmental school groups consisting of staff, students, parents and interested community members for whole school sustainability

Auditing the biodiversity of school

^SC250Q12 grounds, local parks, and recreation areas

Celebrating school achievement when

SC250Q13

SC250Q14

SC250Q15

SC250Q16

SC250Q17

SC250Q18

SC250Q19

reaching set environmental goals

Providing teachers access to professional development in environmental issues

Sharing knowledge from indigenous peoples from their own country or from other countries

Environmental community science (i.e., activities where members of the community collect data for scientists) projects (e.g., counting and identifying plants and animals in local area)

Supporting communities who have suffered natural disasters (e.g., storms, wildfires, drought)

Showcasing environmental achievement and policies in school newsletters, on websites and school displays

Engaging with a local environmental organization

Year(s) Administered	NEW
Content Domain Type	Domain specific
Policy Content Area	School practices, policies and infrastructure
Framework Cell	A4
Module Label	Science Identity
Construct	School activities for environmental agency
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	New

Question notes: New question for PISA 2025. Notes for translation/adaptation:

Citizen science is a type of scientific research where the public collect data to pass on to research scientists.

Indigenous Peoples are inheritors and practitioners of unique cultures and ways of relating to people and the environment. They have retained social, cultural, economic and political characteristics that are distinct from those of the dominant societies in which they live.

^SC251 How strongly do you agree with the following statements?

(Please select one response in each row.)

Strongly disagree

Disagree Agree Strongly

agree

SC251Q01

My school teaches environmental issues in many subjects at school.

^SC251Q04 My school organizes field trips so that students can investigate environmental issues.

^SC251Q05 My school encourages teachers to demonstrate or do experiments to explain environmental issues.

^SC251Q06 My school encourages the use of a range of source materials (e.g., documentaries, articles) to discuss environmental issues in class.

^SC251Q07 My school promotes solutions to environmental issues.

^SC251Q09 My school formally assesses

students’ knowledge of environmental issues

Year(s) Administered	NEW
Content Domain Type	Domain specific
Policy Content Area	School practices, policies and infrastructure
Framework Cell	A4
Module Label	Science Identity
Construct	School activities for environmental agency (perhaps should be curriculum implementation for environmental agency) School survey
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	New (not reviewed)

Question notes: New question for PISA 2025.

<School science> includes all <school sciences> courses referring to the domains of physics, chemistry, biology, <Earth science or geology>, <space science or astronomy>, applied sciences and technology either taught in your curriculum as separate science subjects or taught within a single ‘integrated-science’ subject. It does NOT include related subjects such as mathematics, psychology, economics, nor possible Earth science topics included in geography courses. The term <school science> has been used to explicitly distinguish from <broad science>. Please use a suitable generic term for a higher order concept summarizing these <school science> courses that most closely approximates this distinction.

_SC169 Does your school offer career guidance to students in grade 10?

(Please select one response.)

SC169Q01JA _Yes

SC169Q01JA _No

This is a filter question:

If the answer is “No” respondents proceed to SC171. Else respondents answer SC210 and SC170.

Year(s) Administered	2022
Content Domain Type	General
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	B4
Module Label	Post-secondary preparedness and expectations
Construct	Career guidance is offered by the school
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022. Notes for translation/adaptation:

<National modal grade for 15-year-olds> should be replaced with the actual name of the grade attended by most 15-year-olds in your country.

This is a filtered question:

Only if SC169 is something other than “No”. Else proceed to SC171.

SC210

Which of the statements below best describes the situation for students in grade 10 at your school?

(Please select one response.)

^SC210Q01JA Career guidance is sought voluntarily by students.

Career guidance is formally scheduled into students’ time at

SC210Q01JA

school.

Year(s) Administered	2022
Content Domain Type	General
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	B4
Module Label	Post-secondary preparedness and expectations
Construct	Career guidance is voluntary or compulsory
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022. Notes for translation/adaptation:

<National modal grade for 15-year-olds> should be replaced with the actual name of the grade attended by most 15-year-olds in your country.

This is a filtered question:

Only if SC169 is something other than “No”. Else proceed to SC171.

SC170

Who has the main responsibility for career guidance of students in grade 10 at your school?

(Please select one response.)

^SC170Q01JA All teachers share the responsibility for career guidance.

^SC170Q01JA Specific teachers have the main responsibility for career guidance.

One or more specific career guidance counselors employed at

SC170Q01JA

SC170Q01JA

school have the main responsibility for career guidance.

One or more specific career guidance counselors who regularly

visit the school have the main responsibility for career guidance.

Year(s) Administered	2018, 2022
Content Domain Type	General
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	B4
Module Label	Post-secondary preparedness and expectations
Construct	Career guidance responsibility at school
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022. Notes for translation/adaptation:

<National modal grade for 15-year-olds> should be replaced with the actual name of the grade attended by most 15-year-olds in your country.

SC171

Does your school provide the following types of information to students in grade 10?

(Please select one response in each row.)

SC171Q01JA Information about internships

^SC171Q02JA Information about future careers

SC171Q03JA Information about future educational opportunities Information about student financing (e.g., student

Yes No

SC171Q04JA

loans or grants)

Year(s) Administered	2022
Content Domain Type	General
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	B4
Module Label	Post-secondary preparedness and expectations
Construct	Information for students about future educational/ work/career paths
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022. Notes for translation/adaptation:

<National modal grade for 15-year-olds> should be replaced with the actual name of the grade attended by most 15-year-olds in your country.

SC180

Does your school offer additional science lessons apart from science lessons offered during the usual school hours?

(Please select one response.)

SC180Q01JA _Yes

SC180Q01JA _No

Year(s) Administered	2012, 2022
Content Domain Type	Domain-specific
Policy Content Area	School Practices, Policies, and Infrastructure
Framework Cell	A4
Module Label	Experiences out of regular school hours
Construct	School offering additional School science lessons, tutoring arrangements
Routing Information (if applicable)	NO
Status from PISA 2022 (Unchanged, modified, new)	Modified

Question notes: Changed mathematics to <school science>.

SC160

What is the purpose of these additional science lessons?

(Please select one response.)

^SC160Q01WA Enrichment only

^SC160Q01WA Remedial only

^SC160Q01WA Both enrichment and remedial

Without differentiation depending on the prior achievement level of

^SC160Q01WA the students

Year(s) Administered	2018
Content Domain Type	Domain-specific
Policy Content Area	School Practices, Policies, and Infrastructure
Framework Cell	A4
Module Label	Experiences out of regular school hours
Construct	Purpose of school offering additional School science
Routing Information (if applicable)	This question is only administered to school respondents who answer “yes” to SC180.
Status from PISA 2022 (Unchanged, modified, new)	New (adapted from 2018)

Question notes: Adapted from 2018 item. Changed test language to <school science>.

SC212

For students in grade 10, does your school provide the following study help?

(Please select one response in each row.)

^SC212Q01JA Room(s) where the students can do their homework

^SC212Q02JA Staff help with homework

^SC212Q03JA Peer-to-peer tutoring

Yes No

Year(s) Administered	2022
Content Domain Type	General
Policy Content Area	School Practices, Policies, and Infrastructure
Framework Cell	B4
Module Label	Experiences out of regular school hours
Construct	School offering study help
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022. Notes for translation/adaptation:

<National modal grade for 15-year-olds> should be replaced with the actual name of the grade attended by most 15-year-olds in your country.

SC053

During the 2022-2023 school year, which of the following activities does your school offer to students in grade 10?

(Please select one response in each row.)

^SC053Q01TA Band, orchestra or choir

^SC053Q02TA School play or school musical

^SC053Q03TA School yearbook, newspaper or magazine

Volunteering or community service activities

SC053Q04TA

^SC053Q12NA Science club

^SC053Q13NA Science competitions, e.g., Science Olympiad

SC053Q07TA _{Chess club}

Club with a focus on computers (e.g., programming or

Yes No

SC053Q08TA

coding)

^SC053Q09TA Art club or art activities

^SC053Q10TA Sporting team or sporting activities

^SC053Q12TA Environmental protection activities

Year(s) Administered	2009, 2012, 2015, 2018, 2022
Content Domain Type	General
Policy Content Area	School practices, policies and infrastructure
Framework Cell	B4
Module Label	Experiences out of regular school hours
Construct	Extracurricular activities offered
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new)	Modified

Question notes: Changed mathematics club and mathematics competition to science club and science competition. Addition of “Environmental protection activities” added based on feedback.

Notes for translation/adaptation:

<National modal grade for 15-year-olds> should be replaced with the actual name of the grade attended by most 15-year-olds in your country.

SC059

Which of the following are true for the science department of your school?

Yes

No

(Please select one response in each row.)

^SC059Q09NA Good science teachers are harder to attract compared with other subject teachers.

^SC059Q05NA The laboratory materials are in good shape.

^SC059Q06NA We have enough laboratory material that all courses can regularly use it.

^SC059Q07NA We have extra laboratory staff that help support science teaching.

^SC059Q08NA Our school spends extra money on up-to- date science equipment.

Year(s) Administered	2015
Content Domain Type	Domain-specific
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	A4
Module Label	School type and resources
Construct	Science-related resources in school
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	New (retained from PISA 2015)

Question notes: Q01 removed and Q05 rephrased based on feedback. New item proposed follow Q03 about difficulties attracting good <school science> teachers.

SC175

How many minutes, on average, are there in a class period for grade 10 students taking the following subjects?

(Please move the slider to the number of minutes per class period.)

SC175Q01JA _Science ⁰¹

Average minutes in a class period across all subjects, including

SC175Q02JA

science ⁰¹

Slider bar: “0” – “120 or more”, step = 5.

Consistency check/soft reminder if no response on any item on the screen: To enter a response of “0” (zero) for a question, please move the slider to the “0” position on the scale.

Year(s) Administered	2022
Content Domain Type	Domain-specific
Policy Content Area	Teaching practices and learning opportunities
Framework Cell	A3
Module Label	Organization of student learning at school
Construct	Average time in class period
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Modified

Question notes: Changed mathematics to <school science>. Notes for translation/adaptation:

<National modal grade for 15-year-olds> should be replaced with the actual name of the grade attended by most 15-year-olds in your country.

SC176

What is the average size of science classes in grade 10 in your school?

(Please select one response.)

SC176Q01JA	15 students or fewer
SC176Q01JA	16-20 students
SC176Q01JA	21-25 students
SC176Q01JA	26-30 students
SC176Q01JA	31-35 students
SC176Q01JA	36-40 students
SC176Q01JA	41-45 students
SC176Q01JA	46-50 students
SC176Q01JA	More than 50 students

Year(s) Administered	2022 (Adapted from 2018)
Content Domain Type	Domain-specific
Policy Content Area	Teaching practices and learning opportunities
Framework Cell	A3
Module Label	Organization of student learning at school
Construct	Average number of students in science classes
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Modified

Question notes: Changed mathematics to <school science>.

SC003

What is the average size of English/Language Arts classes in

grade 10 in your school?

(Please select one response.)

SC003Q01TA	15 students or fewer
SC003Q01TA	16-20 students
SC003Q01TA	21-25 students
SC003Q01TA	26-30 students
SC003Q01TA	31-35 students
SC003Q01TA	36-40 students
SC003Q01TA	41-45 students
SC003Q01TA	46-50 students
SC003Q01TA	More than 50 students

Year(s) Administered	2022 (Adapted from 2018)
Content Domain Type	Domain-specific
Policy Content Area	Teaching practices and learning opportunities
Framework Cell	A3
Module Label	Organization of student learning at school
Construct	Average number of students in test language classes
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022.

SC187

Schools sometimes organize instruction differently for students with different abilities and interests in science

Which of the following options describe what your school does for grade 10 students in science classes?

(Please select one response in each row.)

^SC187Q01WA Science classes include similar content, but

For all classes

For some classes

Not for any classes

at different levels of difficulty.

^SC187Q02WA Different classes include different content or sets of science topics that have different

levels of difficulty (e.g., physics, chemistry or biology).

^SC187Q03WA Students are grouped by ability within their science classes.

^SC187Q04WA In science classes, teachers use pedagogy suitable for students with mixed abilities (i.e., students are not grouped by ability).

Year(s) Administered	2022
Content Domain Type	Domain-specific
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	A4
Module Label	Organization of student learning at school
Construct	Ability grouping in science classes
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Modified

Question notes: Changed mathematics to science. Changed wording to better suit science domain. Based on feedback, there have been minor change in Q01 and Q02 replacing “study” with “include” and the wording in Q04 has been simplified to “mixed abilities”.

SC042

Some schools organize instruction differently for students with different abilities.

What is your school’s policy about this for students in grade 10?

(Please select one response in each row.)

SC042Q01TA

SC042Q02TA

Students are grouped by ability into different classes.

Students are grouped by ability within their classes.

For all subjects

For some subjects

Not for any subjects

Year(s) Administered	2006, 2015, 2018, 2022
Content Domain Type	General
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	B4
Module Label	Organization of student learning at school
Construct	Ability grouping for all subjects
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022.

^SC063 Which of the following science courses were available to grade 10 students last year or this year?

	(Please select all that apply.)
SC063Q01	Physics
SC063Q02	Chemistry
SC063Q03	Biology
SC063Q04	Earth and space (e.g., geology, astronomy)
SC063Q05	Earth sciences (e. g., geography, oceanography, meteorology)
	Environmental science (e. g. ecology)
SC063Q06
SC063Q07	Applied sciences and technology (e. g. aerospace)
SC063Q08	General or integrated science course

Year(s) Administered	2015
Content Domain Type	Domain specific
Policy Content Area	School Practices, Policies and Infrastructure
Framework Cell	A4
Module Label	Exposure to Science Content
Construct	School courses offered to students
Routing Information (if applicable)
Within-Construct Matrix Sampling
Status from PISA 2022 (Unchanged, modified, new)	New (modified from 2015)

Question notes: New item matching Student questionnaire item, based on Questionnaire Framework.

^SC406 To what extent can grade 10 students choose the following for their science courses?

(Please select one response in each row.)

They cannot choose at all

They can choose to a certain extent

They can choose freely

SC406Q01 Students can choose the

science course(s) they study

SC40615Q02 Students can choose the level

of difficulty

SC40615Q03 Students can choose the

number of science courses.

SC40615Q04

Students can choose from different teachers teaching the same course(s).

Year(s) Administered	NEW
Content Domain Type	Domain specific
Policy Content Area	School Practices, Policies and Infrastructure
Framework Cell	A4
Module Label	Exposure to Science Content
Construct	Freedom in science curriculum choice
Routing Information (if applicable)
Within-Construct Matrix Sampling
Status from PISA 2022 (Unchanged, modified, new)	New

Question notes: New item matching Student questionnaire item, based on Questionnaire Framework.

SC184

Does your school offer professional development to science teachers in any of the following?

(Please select one response in each row.)

^SC184Q01JA Science content

^SC184Q02JA Science pedagogy/instruction

^SC184Q03JA Science curriculum

^SC184Q04JA Integrating digital resources into science instruction

^SC184Q06JA Science assessment

^SC184Q07JA Addressing individual students' needs (e.g., differentiated learning, differentiated instruction)

Yes No

Year(s) Administered	2022
Content Domain Type	Domain-specific
Policy Content Area	Teaching practices and learning opportunities
Framework Cell	A3
Module Label	Teacher Qualification, Training, and Professional Development
Construct	Areas of professional development for science teachers
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new)	Modified

Question notes: Updated Mathematics. Adopted PISA 2015 language <school science>. Removed 2022 item on ‘Improving students' critical thinking or problem solving skills’.

SC018

How many of the following teachers are on the staff of your school?

Include both full-time and part-time teachers. A full-time teacher is employed at least 90% of the time as a teacher for the full school year. All other teachers should be considered part-time. Regarding the qualification level, please refer only to the teacher’s highest qualification level.

(Please enter a number in each space provided. Enter “0” (zero) if there are none.)

Full-time Part-time

^{SC018Q01TA Teachers in TOTAL} 01 02

Teachers fully certified by the state in their

SC018Q02TA

SC018Q08JA

SC018Q09JA

SC018Q10JA

main assignment field ^{01 02}

	01	02
	01	02
	01	02

Teachers with a Bachelor’s degree or equivalent

Teachers with a Master’s degree or equivalent

Teachers with a Doctoral degree or equivalent

Consistency check/soft reminder: The sum of full-time qualified teachers does not equal the number of full-time teachers in TOTAL. Please check your responses before continuing.

Consistency check/soft reminder: The sum of part-time qualified teachers does not equal the number of part-time teachers in TOTAL. Please check your responses before continuing.

Year(s) Administered	2003, 2006, 2009, 2012, 2015, 2018, 2022
Content Domain Type	General
Policy Content Area	School Practices, Policies, and Infrastructure
Framework Cell	B3
Module Label	School Type and Infrastructure (item SC018Q01TA), Teacher Qualification, Training, and Professional Development (other items)
Construct	Teacher qualifications
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022.

_SC025 During the last three months, what percentage of teaching staff in your school has attended a program of professional development?

A program of professional development here is a formal program designed to enhance teaching skills or pedagogical practices. It may or may not lead to a recognized qualification. The program must last for at least one day in total and have a focus on teaching and education.

(Please move the slider to the appropriate percentage. If none of your teachers participated in any professional development activities select “0” (zero).)

SC025Q01NA ^{All teaching staff at your school}

01

SC025Q02NA ^{Science teaching staff at your school} ₀₁

Slider bar: parking position, 0‑100%; step=1.

Year(s) Administered	2015, 2018, 2022
Content Domain Type	General
Policy Content Area	Teaching practices and learning opportunities
Framework Cell	B3
Module Label	Teacher Qualification, Training, and Professional Development
Construct	Teacher professional development
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new)	Modified

Question notes: Language from PISA 2015 adopted for 2025.

^SC198 In your school, are science achievement data used in the following ways?

Achievement data include aggregated school or grade-level test scores or grades, or graduation rates.

(Please select one response in each row.)

Yes No

^SC198Q01JA Science achievement data are posted publicly (e.g., in the media)

^SC198Q02JA Science achievement data are tracked over time by an administrative authority

^SC198Q03JA Science achievement data are provided directly to parents or guardians

Year(s) Administered	2022 (Adapted from 2018)
Content Domain Type	Domain-specific
Policy Content Area	Governance, system-level practices and policies
Framework Cell	A5
Module Label	Assessment, Evaluation, and Accountability
Construct	Use of science achievement data in accountability systems
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new)	Modified

Question notes: Mathematics changed to <School science> consistent with PISA 2015.

SC037

Do the following arrangements aimed at quality assurance and improvements exist in your school and where do they come from?

(If you need further explanation of the term “internal school evaluation” or “external school evaluation”, please use the help button.)

(Please select one response in each row.)

Yes, this is

SC037Q01TA

Internal evaluation/Self-evaluation

SC037Q02TA

External evaluation

^SC037Q03TA Written specification of the school’s curricular profile and educational goals

^SC037Q04TA Written specification of student

performance standards

^SC037Q05NA Systematic recording of data such as teacher or student attendance and professional development

^SC037Q06NA Systematic recording of student test results and graduation rates

^SC037Q07TA Seeking written feedback from students (e.g. regarding lessons, teachers or resources)

SC037Q08TA

Teacher mentoring

^SC037Q09TA Regular consultation aimed at school improvement with one or more experts over a period of at least six months

mandatory,

e.g. based on district or ministry

Yes, based on

school ^No

initiative

^SC037Q11JA Implementation of a standardized policy for science subjects (i.e., school curriculum with shared instructional materials accompanied by staff development and training)

^{Help button} Internal school evaluation: Evaluation as part of a process controlled by a school in which the school defines which areas are judged; the evaluation may be conducted by members of the school or by persons/institutions commissioned by the school.

^{Help button} External school evaluation: Evaluation as part of a process controlled and headed by an external body. The school does not define the areas which are judged.

Year(s) Administered	2012, 2015, 2018, 2022
Content Domain Type	General
Policy Content Area	Governance, system-level practices and policies
Framework Cell	B5
Module Label	Assessment, Evaluation, and Accountability
Construct	School evaluation
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: Updated mathematics to <school science> in Q11.

SC200

Thinking about the last external evaluation in your school: Did the following occur?

(If you need further explanation of the term “external evaluation”, please use the help button.)

(Please select one response in each row.)

Yes No ^Not applicable

SC200Q01JA

SC200Q02JA

The results of external evaluation

led to changes in school policies.

We used the data to plan specific

action for school development.

We used the data to plan specific

SC200Q03JA

SC200Q04JA

action for the improvement of teaching.

We put measures derived from the results of external evaluations into practice.

Help Button:

External evaluation: Evaluation as part of a process controlled and headed by an external body. The school does not define the areas which are judged.

Year(s) Administered	2022
Content Domain Type	General
Policy Content Area	Governance, system-level practices and policies
Framework Cell	B5
Module Label	Assessment, Evaluation, and Accountability
Construct	School evaluation
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022.

SC034

Generally, in your school, how often are students in grade 10 assessed using the following methods?

If you need further explanation of the term “<standardized tests>”, please use the help button.

(Please select one response in each row.)

Mandatory standardized

_Never 1-2 times a year

3-5 times a year

Monthly

More than once a month

SC034Q01NA

SC034Q02NA

tests, e.g., state or district tests

Non-mandatory standardized tests (e.g., publicly or commercially available standardized test material like PSAT)

^SC034Q03TA Teacher-developed tests

Teachers’ judgmental

SC034Q04TA

Help Button:

ratings

Standardized tests are consistent in design, content, administration, and scoring. Results can be compared across students and schools.

This is a filter question:

If SC034Q01NA, SC034Q02NA, or SC034Q03TA is larger than response option 1 (“Never”), respondents proceed to SC035.

Else respondents answer SC212.

Year(s) Administered	2015, 2022
Content Domain Type	General
Policy Content Area	Governance, system-level practices and policies
Framework Cell	B5
Module Label	Assessment, Evaluation, and Accountability
Construct	Use of assessments
Routing Information (if applicable)	If SC034Q01NA, SC034Q02NA, or SC034Q03TA is larger than response option 1 (“Never”), then school respondents are routed to SC035.
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022. Notes for translation/adaptation:

<National modal grade for 15-year-olds> should be replaced with the actual name of the grade attended by most 15-year-olds in your country.

This is a filtered question:

Only if SC034Q01NA, SC034Q02NA, or SC034Q03TA is larger than response option 1 (“Never”), respondents proceed to SC035.

Else proceed to SC212.

SC035

In your school, are standardized tests and/or teacher- developed tests of students in grade 10 used for any of the following purposes?

If you need further explanation of the term “standardized tests”, please use the help button.

(Please select either “yes” or “no” to indicate the use of standardized tests and teacher-developed tests for each of the specified purposes.)

Standardized tests

A

Teacher-developed tests

B

^SC035Q01N To guide students’ learning

To inform parents or guardians

SC035Q02T

about their child’s progress

To make decisions about

SC035Q03T

students’ retention or promotion

To group students for

SC035Q04T

instructional purposes

To compare the school to

SC035Q05T

district, state, or national performance

To monitor the school’s

SC035Q06T

progress from year to year

To make judgements about

SC035Q07T

teachers’ effectiveness

To identify aspects of

SC035Q08T

instruction or the curriculum that could be improved

_SC035Q09N To adapt teaching to the

students’ needs

To compare the school with

SC035Q10T

other schools

To award certificates to

SC035Q11N

students

^{Help Button:} The term standardized tests includes standardized mandatory tests (mandated e.g., by national, state or district authorities) as well as standardized non-mandatory tests (e.g., publicly or commercially available standardized test material). These tests are consistent in design, content, administration and scoring. Results can be compared across students and schools.

Year(s) Administered	2015, 2022
Content Domain Type	General
Policy Content Area	Governance, system-level practices and policies
Framework Cell	B5
Module Label	Assessment, Evaluation, and Accountability
Construct	Use of assessments
Routing Information (if applicable)	This question is only administered to school respondents whose answer to SC034Q01NA, SC034Q02NA, or SC034Q03TA is larger than response option 1 (“Never”).
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022. Notes for translation/adaptation:

<National modal grade for 15-year-olds> should be replaced with the actual name of the grade attended by most 15-year-olds in your country.

SC032

During the 2022-2023 school year, have any of the following methods been used to monitor the practice of teachers at your school?

(Please select one response in each row.)

Yes No

_SC032Q01TA Tests or assessments of student achievement

SC032Q02TA

Teacher peer review (of lesson plans, assessment instruments, lessons)

_SC032Q03TA Principal or senior staff observations of lessons

SC032Q04TA

Observation of classes by inspectors or other persons

external to the school

Year(s) Administered	2003, 2009, 2012, 2015, 2022
Content Domain Type	General
Policy Content Area	School practices, policies and infrastructure
Framework Cell	B4
Module Label	Assessment, Evaluation, and Accountability
Construct	Monitoring teacher practices
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022.

SC193

What impact did appraisals of teachers at your school have on any of the following?

(Please select one response in each row.)

No impact

Small impact

Moderate impact

Large impact

_SC193Q01WA A change in salary

SC193Q02WA A financial bonus or another kind

of monetary reward

SC193Q03WA Opportunities for professional

development activities

SC193Q04WA A change in the likelihood of career

advancement

_SC193Q05WA Public recognition from you

SC193Q06WA Changes in work responsibilities

that make the job more attractive

SC193Q07WA A role in school development initiatives

(e.g., curriculum development group,

development of school objectives)

Year(s) Administered	2022 (Adapted from 2012)
Content Domain Type	General
Policy Content Area	School practices, policies and infrastructure
Framework Cell	B4
Module Label	Assessment, Evaluation, and Accountability
Construct	Feedback to teachers
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022. Countries highlighted similar item in TALIS (asking frequency rather than impact) and therefore suggested this could be removed.

SC064

During the 2022-2023 school year, what proportion of students’ parents or guardians participated in the following school-related activities?

(Please move the slider to the appropriate position. If no parents participated in the activity, please select “0” (zero). Select “100” (one hundred) if all parents participated in the activity.)

SC064Q05WA

SC064Q06WA

SC064Q01TA

SC064Q02TA

SC064Q04NA

SC064Q03TA

%

Discussed their child’s behavior with a teacher on the

parents’ or guardians’ own initiative ⁰¹

Discussed their child’s behavior on the initiative of one

of their child’s teachers ⁰¹

Discussed their child’s progress with a teacher on the

parents’ or guardians’ own initiative ⁰¹

Discussed their child’s progress on the initiative of one

01

of their child’s teachers

Volunteered in physical or extra-curricular activities,

(e.g., building maintenance, carpentry, gardening or ⁰¹

yard work, school play, sports, field trip)

Participated in local school government (e.g., parent

01

council or school management committee)

SC064Q07WA Assisted in fundraising for the school ⁰¹

Slider bar: parking position, 0‑100%; step=1.

Consistency check/soft reminder if no response on any item on the screen: To enter a response of “0” (zero) for a question, please move the slider to the “0” position on the scale.

Year(s) Administered	2012, 2015, 2018, 2022
Content Domain Type	General
Policy Content Area	School practices, policies and infrastructure
Framework Cell	B4
Module Label	Parent or Guardian Support
Construct	Parent/Guardian participation in school activities
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022.

SC192

During the 2022-2023 school year, how often has the school staff done each of the following?

(Staff includes teachers, personnel for pedagogical support, school administrative personnel, and school management personnel.)

(Please select one response in each row.)

Never or almost never

A few times a year

A few times a month

Once a week or more

^SC192Q01JA Invited parents or guardians to volunteer for school activities

^SC192Q02JA Initiated communications

with parents or guardians about school programs

^SC192Q03JA Initiated communications

with parents or guardians about their child’s progress

^SC192Q04JA Included parents or

guardians in making school decisions

^SC192Q05JA Provided information to

parents or guardians about how to help students with homework and other curriculum- related activities

^SC192Q06JA Provided information to

parents or guardians about how to help students improve their skills in science

Year(s) Administered	2022
Content Domain Type	General
Policy Content Area	School practices, policies and infrastructure
Framework Cell	B4
Module Label	Parent or Guardian Support
Construct	School’s encouragement of parental involvement
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: Modification of last item from mathematics to science, no further changes.

SC155

To what extent do you agree with the following statements about your school’s capacity to enhance learning and teaching using digital devices?

(Please think of different kinds of digital devices such as for example desktop computers, portable laptops, tablet computers or interactive whiteboards)

(Please select one response in each row.)

SC155Q01HA

SC155Q02HA

SC155Q03HA

SC155Q04HA

SC155Q05HA

SC155Q06HA

SC155Q07HA

SC155Q08HA

SC155Q09HA

SC155Q10HA

The number of digital devices connected to the Internet is sufficient

The school’s Internet bandwidth or speed is sufficient

The number of digital devices for instruction is sufficient

Digital devices at the school are sufficiently powerful in terms of computing capacity

The availability of adequate software is sufficient

Teachers have the necessary technical and pedagogical skills to integrate digital devices in instruction

Teachers have sufficient time to prepare lessons integrating digital devices

Effective professional resources for teachers to learn how to use digital devices are available

An effective online learning support platform is available

Teachers are provided with incentives to integrate digital devices in their teaching

Strongly disagree

Disagree Agree ^Strongly

agree

_SC155Q12 The curriculum of the school is suited for using digital devices effectively.

The school has sufficient supporting

SC155Q13

staff to solve technical problems.

Year(s) Administered	2022
Content Domain Type	General Constructs
Policy Content Area	School Practices, Policies, and Infrastructure
Framework Cell	B4
Module Label	Global Crises Module
Construct	Preparedness for digital learning
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new, removed)	Unchanged

Question notes: This will have some overlap with ICT Familiarity Questionnaire, and this was consistent in PISA 2022. Also, this item could be used to measure school resiliency and readiness, as directed in the PISA 2025 questionnaire framework. New items added for LDW.

SC224

SC224Q01JA

SC224Q01JA

SC224Q01JA

SC224Q01JA

Overall, how prepared do you feel your school is for providing remote instruction if your school building closed to students for an extended period in the future?

(Please select one response.)

Not prepared at all

Not very prepared

Well prepared

Very well prepared

Year(s) Administered	2022
Content Domain Type	General Constructs
Policy Content Area	School Practices, Policies, and Infrastructure
Framework Cell	B4
Module Label	Global Crises Module
Construct	Feeling of preparedness for future school closures
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new, removed)	Unchanged

Question notes: This remains relevant for all crises.

SC158

Is there any formal curriculum for the following topics at the middle and upper school level?

(Please consider national, state, regional, or school policies.) (Please select one response in each row.)

^SC158Q01H Climate change and global warming _{Yes No}

^SC158Q02H Global health equity (e.g., access to healthcare)

^SC158Q04H Migration (movement of people)

^SC158Q07H International conflicts

^SC158Q08H Hunger or malnutrition in different parts of the world

^SC158Q09H Causes of poverty

^SC158Q12H Equality between men and women

Year(s) Administered	2018
Content Domain Type	General Constructs
Policy Content Area	Teaching Practices and learning opportunities
Framework Cell	B3
Module Label	Global Crises Module
Construct	Global issues curriculum
Routing Information (if applicable)
Status from PISA 2022 (Unchanged, modified, new, removed)	New

Question notes: New item adapted from 2018.

SC174

How many world languages are being taught at your school this academic year?

(Please select one response.)

None

One

Two

Three

Four

Five

Six or more

Year(s) Administered	2022
Content Domain Type	General
Policy Content Area	School practices, policies, and infrastructure
Framework Cell	B4
Module Label	Migration and Language Exposure
Construct	Number of foreign instructional languages taught at school
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new)	Modified

Question notes: We have proposed to convert this into a close-ended question from what was used in PISA 2022.

SC150

Does your school offer any of the following options to students in grade 10 whose heritage language is not English?

(Please select one response in each row.)

^SC150Q01IA These students attend regular classes and receive additional periods of instruction aimed at developing English skills (e.g., reading literacy, grammar, vocabulary, communication).

^SC150Q02IA Before transferring to regular classes, these students attend a preparatory program aimed at developing English skills (e.g., reading literacy, grammar, vocabulary, communication).

^SC150Q03IA Before transferring to regular classes, these students receive some instruction in school subjects through their heritage language.

^SC150Q04IA These students receive significant amounts of instruction in their heritage language aimed at developing proficiency in both languages.

SC150Q05IA Class size is reduced to cater to the special needs of

these students.

Yes No

1

Year(s) Administered	2018, 2022
Content Domain Type	General
Policy Content Area	School practices, policies and infrastructure
Framework Cell	B4
Module Label	Migration and Language Exposure
Construct	Instruction opportunities for students whose heritage language is not the school’s primary language of instruction
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new)	Unchanged from 2022 FT (not included in MS)

Question notes: No changes proposed from the 2022 FT. Suggestion to either change skill to capability or change example to “reading, use of grammar and vocabulary, communication”. Notes for translation/adaptation:

<National modal grade for 15-year-olds> should be replaced with the actual name of the grade attended by most 15-year-olds in your country.

SC163

Which of the following world languages² can students in grade 10 take at your school this school year?

(Please consider regular lessons as well as other learning activities offered by the school.)

(Please select all that apply.)

SC163Q02	French
SC163Q03	Chinese languages (e.g., Cantonese, Mandarin)
SC163Q04	German
SC163Q05	Spanish
SC163Q06	Italian
SC163Q07	Japanese
SC163Q08	Russian
SC163Q09	Arabic
SC163Q10	Vietnamese
SC163Q11	Tagalog
SC163Q13	Other language
SC163Q14	No world languages are offered in my school

Year(s) Administered	New
Content Domain Type	General
Policy Content Area	Government and school policies
Framework Cell	N/A
Module Label	Foreign Language Assessment
Construct	Languages learned at school

Routing information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	New

Question notes: This was requested to be included in the main questionnaire for all countries by the FLA team.

Notes for translation/adaptation:

<Foreign languages²> - Foreign languages are all modern languages formally taught in school settings, other than the main language of instruction. <English²> - The English language.

<Language 1> | <Language 2> | < …etc. > - Concerning the language list: Given the very strong interest in this question for the Foreign Language Assessment, countries are recommended to ensure that the languages spoken at home are identified for as many students as possible. So, we recommend including all languages that are expected to be spoken by at least 1% of students. In addition, countries should ensure that all answer options (checkbox vertical list) from PISA2018 ST022 are retained to allow for trends. These languages should be included in addition to the other languages explicitly listed among the answer options of this question. <National modal grade for 15-year-olds> should be replaced with the actual name of the grade attended by most 15-year-olds in your country. Where it is possible that a sampled school does not offer tuition at this grade level, an explanatory note can be added: “If your school does not teach this grade then answer this question for an adjacent grade where most of your 15-year-old students are enrolled”.

SC204

Do the following statements on compulsory language learning apply to your school?

(Please select one response in each row.)

SC20401 Learning at least one world language² is compulsory in Grade 10.

Yes No

It changes across the programs offered by the school

SC20402

Learning English² is compulsory in

^{grade 10.}

Year(s) Administered	New
Content Domain Type	General
Policy Content Area	Government and school policies
Framework Cell	N/A
Module Label	Foreign Language Assessment
Construct	Availability of foreign languages
Routing information (if applicable)
Status from PISA 2022 (Unchanged, modified, new)	New

Question notes: This was requested to be included in the main questionnaire for all countries by the FLA team.

Notes for translation/adaptation:

<Foreign language²> - Foreign language is any modern language formally taught in school settings, other than the main language of instruction. <National modal grade for 15-year-olds> should be replaced with the actual name of the grade attended by most 15-year-olds in your country. Where it is possible that a sampled school does not offer tuition at this grade level, an explanatory note can be added: “If your school does not teach this grade then answer this question for an adjacent grade where most of your 15-year-old students are enrolled”. <English²> - The English language.

SC255

In your school, what percentage of grade 10 students learn other subjects (e.g. history, science) in the following world languages²?

(Please select one response in each row.)

1% to

26% to

51% to

More

None

25%

50%

75%

than 75%

SC25501	In any world language²
SC25502	In English²

Year(s) Administered	New
Content Domain Type	General
Policy Content Area	Government and school policies Teaching practices
Framework Cell	N/A
Module Label	Foreign Language Assessment
Construct	Languages learned at school Joint learning of language- and non-language related content
Routing information (if applicable)	.
Status from PISA 2022 (unchanged, modified, new)	New

Question notes: This was requested to be included in the main questionnaire for all countries by the FLA team.

Notes for translation/adaptation:

<National modal grade for 15-year-olds> should be replaced with the actual name of the grade attended by most 15-year-olds in your country.

SC261

During the 2022-2023 academic year, what percentage of all digital devices in your school had access to the following software?

(Please think of different kinds of digital devices such as for example desktop computers, portable laptops and tablet computers.)

(Please select one response in each row.)

None

1-25%

26- 50%

51- 75%

76- 100%

^SC261Q01 Word processor (e.g., Microsoft®

Word^TM)

^SC261Q02 Software for creating a multi-media presentation (e.g., Microsoft® PowerPoint^TM)

^SC261Q03 Software to create and edit videos

(e.g., iMovie, Final Cut Pro, InShot, Adobe Premiere)

^SC261Q04 Software to create and edit music

(e.g., Audacity, GarageBand)

^SC261Q05 Software for programming (e.g.,

Scratch, Python, Java)

^SC261Q06 Software to collect and record data (e.g., data loggers, Microsoft® Access™, Google® Form, spreadsheets)

^SC261Q07 Software for building or editing

webpages (e.g., WordPress, Wix)

^SC261Q08 Learning management system (e.g., Moodle, Schoology, Canvas)

^SC261Q09 Software for online collaborative

work (e.g., Miro, Google Jamboard)

^SC261Q10 Virtual or augmented reality

software

Years Administered	New
Content Domain Type	General
Policy Content Area	Digital learning
Framework Cell
Module Label	School type and resources (Module 11)
Construct	Availability of learning software
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new, removed)	New

Question notes: We propose to add this question (focusing on software) in addition to question SC004 (focusing on hardware). The list of items was developed to cover the content of a question that is administered in student, parent, and teacher questionnaires.

SC262

Does your school apply the following type of policy or rule for students in grade 10?

(Please think of different kinds of digital devices such as for example desktop computers, portable laptops and tablet computers.)

(Please select all that apply.)

Yes No

^SC262Q01 Each student is provided with a digital device to

use at school.

^SC262Q02 Students have to share a digital device in the classroom because there are not enough devices for each student.

^SC262Q03 Digital devices are used for extracurricular activities at school.

^SC262Q04 The use of digital devices is restricted to the computer laboratories.

^SC262Q05 Students can bring the school’s digital devices home for educational purposes.

^SC262Q06 Students bring their own digital devices for learning at school.

Years Administered	New
Content Domain Type	General
Policy Content Area	Digital learning
Framework Cell
Module Label	Organization of student learning at school (Module 14)
Construct	Policy on provision of digital devices
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new, removed)	New

SC265

During the 2022-2023 school year, how many teachers at your school took part in professional development activities on the following topics?

(If you need further explanation of the term “digital resources”, please use the help button.)

(Please select one response in each row.)

SC265Q03

SC265Q04

SC265Q05

SC265Q06

SC265Q07

SC265Q08

SC265Q09

Integrating digital resources in teaching

Communicating with students and parents using digital devices

Using digital resources to collaborate with other teachers

Supporting students’ autonomous learning with digital resources

Using digital resources for student assessment

Ensuring the inclusion of all students when using digital resources and devices

Using digital resources to personalize learning

None or hardly any

Some of them

Most of them

All or nearly all

_SC265Q10 Teaching media literacy to students

Teaching students how to create and

SC265Q11

SC265Q12

modify digital content in multiple formats

Teaching students how to use digital technologies safely and ethically

^{Help button} <Digital resources> refer to digital devices or hardware (e.g. computers, tablets, smartphones, 3D printers), software (e.g. programs, apps, communications tools, educational learning tools), and online resources (e.g. websites, web portals).

Years Administered	New
Content Domain Type	General
Policy Content Area	Digital learning
Framework Cell	N/A
Module Label	Teacher Qualification, Training, and Professional Development
Construct	Training of teachers on use of digital resources (content)
Routing Information (if applicable)	If any of the answers is 01 (“Yes”) to SC264, respondents proceed to SC265. Else proceed to proposed question SC266
Status from PISA 2022 (Unchanged, modified, new, removed)	New

SC266

What priority is given to the following objectives of teaching at your school?

(Please select one response in each row.)

SC266Q01

To enhance students’ capacity to learn on their own

No priority

Low priority

Medium priority

High priority

^SC266Q02 To support students’ capacity to

plan, monitor and evaluate their learning

^SC266Q03 To teach students when and how

they should seek for help in their study

^SC266Q04 To teach students how to use the

feedback they receive from teachers

^SC266Q05 To give students advice on how to manage negative emotions related to learning (e.g., frustration, anxiety, boredom)

^SC266Q06 To teach students how to give

feedback to each other as part of group work

^SC266Q07 To train students carry out complex projects over multiple days

Years Administered	New
Content Domain Type	General
Policy Content Area	Self-regulated learning
Framework Cell
Module Label	Organization of student learning at school
Construct	Priority assigned to Self-regulated learning
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new, removed)	New

SC267

How often is instruction in your school organized in the following manner?

(Please select one response in each row.)

Never or

almost never

lessons

lessons

almost every lesson

Some

Many

Every lesson or

^SC267Q01 Students are taught remotely via online lessons.

^SC267Q02 Students work individually with digital devices in the classroom.

^SC267Q03 Students study on their own using online materials distributed to them

^SC267Q04 Logs from Learning Management Systems (e.g., Moodle, Schoology, Canvas) are used for assessment.

^SC267Q05 Students participate in online

collaborative activities (e.g., digital presentations or projects).

^SC267Q06 Students learn online through courses offered by external providers (e.g., teachers in other schools, universities, commercial software).

Students create or edit digital, open

SC267Q07

resources (e.g., public blogs, wikis, videos, podcasts)

Years Administered	New
Content Domain Type	General
Policy Content Area	Digital learning
Framework Cell
Module Label	Organization of student learning at school
Construct	Use of online learning

Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new, removed)	New

SC268

SC268Q01

SC268Q02

SC268Q03

SC268Q04

SC268Q05

SC268Q06

SC268Q07

SC268Q08

To what extent do you agree or disagree with the following statements about your school’s purposes to teach using digital resources?

(Please select one response in each row.)

(If you do not have or use digital resources, please select “Does not apply”.)

(If you need further explanation of the term “digital resources”, please use the help button.)

Strongly disagree

Disagree

Agree

Strongly agree

Does not apply

We use digital resources to make teaching more effective.

We use digital resources to strengthen students’ skills to learn on their own.

We use digital resources to provide personalized learning opportunities.

We use digital resources to enhance students’ capacity to work in groups.

We use digital resources to help students learn how to use them safely outside of school.

We use digital resources to track students’ progress.

We use digital resources to help low-achieving students catch up with their peers.

We use digital resources to engage high-achieving students.

_{Help button} Digital resources refer to digital devices or hardware (e.g. computers, tablets, smartphones, 3D printers), software (e.g. programs, apps, communications tools, educational learning tools), and online resources (e.g. websites, web portals).

Years Administered

New

Content Domain Type	General
Policy Content Area	Digital learning
Framework Cell
Module Label	Organization of student learning at school (Module 14)
Construct	Motivation for using digital resources
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new, removed)	New

SC209

With respect to the PISA assessment in your school, have you done any of the following?

(Please select one response in each row.)

SC209Q01JA

SC209Q02JA

SC209Q03JA

SC209Q04JA

SC209Q05JA

SC209Q06JA

Yes No

I have shared information about the PISA test

administration with the staff at my school.

I have shared information about the PISA test

administration with the students at my school.

I have shared information about the PISA test administration with the parents or guardians of students at my school.

I have spoken to teachers at my school about the importance of the PISA test.

I have spoken to parents or guardians about the importance of the PISA test.

I have encouraged the students at my school to do their best during the PISA test.

Year(s) Administered	2022
Content Domain Type	General
Policy Content Area	Student Attitudes, Feelings, and Behaviors
Framework Cell	B2
Module Label	Effort on PISA Achievement Test and Questionnaires
Construct	Principal's support of PISA administration / encouragement of teachers and students to take PISA test seriously and/or prep for PISA test
Routing Information (if applicable)	No
Status from PISA 2022 (Unchanged, modified, new)	Unchanged

Question notes: No changes are proposed from PISA 2022.