This section explains the indices derived from the PISA 2018 student, school, parent and ICT questionnaires used in this volume. Several PISA measures reflect indices that summarise responses from students, their parents, teachers or school representatives (typically principals) to a series of related questions. The questions were selected from a larger pool on the basis of theoretical considerations and previous research. The PISA 2018 Assessment and Analytical Framework (OECD, 2019[1]) provides an in-depth description of this conceptual framework. Item response theory (IRT) modelling was used to confirm the theoretically expected behaviour of the indices and to validate their comparability across countries. For a detailed description of the methods, see the section “Cross-country comparability of scaled indices” in this chapter, and the PISA 2018 Technical Report (OECD, forthcoming[2]). There are three types of indices: simple indices, new scale indices and trend scale indices.
Simple indices are the variables that are constructed through the arithmetic transformation or recoding of one or more items in exactly the same way across assessments. Here, item responses are used to calculate meaningful variables, such as the recoding of the four-digit ISCO-08 codes into “Highest parents’ socio-economic index (HISEI)” or teacher-student ratio based on information from the school questionnaire.
Scale indices are the variables constructed through the scaling of multiple items. Unless otherwise indicated, the index was scaled using a two-parameter item-response model (a generalised partial credit model was used in the case of items with more than two categories) and values of the index correspond to Warm likelihood estimates (WLE) (Warm, 1989[3]). For details on how each scale index was constructed, see the PISA 2018 Technical Report (OECD, forthcoming[2]). In general, the scaling was done in two stages:
The item parameters were estimated based on all students from equally-weighted countries and economies; only cases with a minimum number of three valid responses to items that are part of the index were included. In the case of some trend indices, a common calibration linking procedure was used: countries/economies that participated in both PISA 2009 and PISA 2018 contributed both samples to the calibration of item parameters; each cycle and, within each cycle, each country/economy contributed equally to the estimation.1
For new scale indices, the Warm likelihood estimates were then standardised so that the mean of the index value for the OECD student population was zero and the standard deviation was one (countries were given equal weight in the standardisation process).
Sequential codes were assigned to the different response categories of the questions in the sequence in which the latter appeared in the student, school or parent questionnaires. Where indicated in this section, these codes were inverted for the purpose of constructing indices or scales. Negative values for an index do not necessarily imply that students responded negatively to the underlying questions. A negative value merely indicates that a respondent answered less positively than other respondents did on average across OECD countries. Likewise, a positive value on an index indicates that a respondent answered more favourably, or more positively, on average, than other respondents in OECD countries did.
Terms enclosed in brackets < > in the following descriptions were replaced in the national versions of the student, school and parent questionnaires by the appropriate national equivalent. For example, the term <qualification at ISCED level 5A> was translated in the United States into “Bachelor’s degree, post-graduate certificate program, Master’s degree program or first professional degree program”. Similarly, the term <classes in the language of assessment> in Luxembourg was translated into “German classes” or “French classes”, depending on whether students received the German or French version of the assessment instruments.
In addition to simple and scaled indices described in this annex, there are a number of variables from the questionnaires that were used in this volume and correspond to single items. These non-recoded variables have prefix of “ST”, “SC”, “PA”, “IC” and “WB” for the questionnaire items in the student, school, parent, ICT and Well-being questionnaires, respectively. All the context questionnaires, and the PISA international database, including all variables, are available through www.oecd.org/pisa.