What PISA Set Aside? The Ignored Role of Writing Skills and Reading Fluency in OECD PISA Reading Literacy Assessments


The OECD/PISA Reading Literacy Assessments (RLA) are the most accepted but controversial large-scale measurements, which generate significant debates about their validity. The consequences drawn from the survey reports of 2000-2022 seem to be misleading in several cases, especially how they discuss/ignore writing skills and reading fluency. In my lecture, I claim that (1) the PISA RLA’s conceptual background didn’t make allowance for the role of writing in reading, nor the tasks and answer sheets. (2) PISA RLA took reading fluency among 15-year-old students for granted, and this was in contradiction within their own conceptual background. (3) These are significant conceptual mistakes with huge effects on the assessments’ results. Thus (4) the results of the PISA RLA before 2018 should treated with reservation or be re-evaluated involving proper inclusion of writing skills and reading fluency. (5) Without this, we have strong grounds to criticise all the PISA RLA results before 2018. (6) PISA2018 did take into consideration writing skills implicitly in the evaluation process but it did not assess them explicitly. (7) Also, PISA2018 discussed reading fluency, but the opposing claim of the framework leads to an inner conceptual anomaly, and it is unclear how the survey considers fluency in the evaluation process. (8) Hence, the results of the RLA before 2018 are also questionable. In my paper I am aiming to proof my statements through specific examples from the OECD PISA RLA Assessment and Analytical Framework documents.

Author Information
Krisztina Szabó, Budapest University of Technology and Economics, Hungary

Paper Information
Conference: ECE2023
Stream: Assessment Theories & Methodologies

This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Szabó K. (2023) What PISA Set Aside? The Ignored Role of Writing Skills and Reading Fluency in OECD PISA Reading Literacy Assessments ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.61
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.61

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Posted by James Alexander Gordon