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In 2000, reading literacy was the major domain, covering two-thirds of the testing time. In addition to a combined reading literacy score, results were reported for three reading subscales: retrieving information, interpreting texts and reflecting on texts. In 2003, mathematics literacy was the major domain, and the scales included a combined mathematics scale, a space and shape subscale, a change and relationships subscale, a quantity subscale, and an uncertainty subscale. In 2006, science literacy was the major domain and scores were reported on a combined science literacy scale and three subscales: identifying scientific issues, explaining phenomena scientifically, and using scientific evidence. In 2009, reading literacy again will be the main focus.
Reading literacy is defined as follows:
An individual's capacity to understand, use and reflect on written texts, in order to achieve one's goals, to develop one's knowledge and potential and to participate in society.
Mathematics literacy is defined as follows:
An individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen.
Science literacy is defined as follows:
An individual's scientific knowledge and use of that knowledge to identify questions, acquire new knowledge, explain scientific phenomena and draw evidence-based conclusions about science-related issues; understanding of the characteristic features of science as a form of human knowledge and enquiry; awareness of how science and technology shape our material, intellectual, and cultural environments; and willingness to engage in science-related issues and with the ideas of science, as a reflective citizen.
For more information on the frameworks for these areas, see the OECD publication, Assessing Scientific, Reading and Mathematical Literacy: A framework for PISA 2006.
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