O‘zbekiston respublikasi oliy va o‘rta maxsus ta’lim vazirligi termiz davlat universiteti milliy libos va san’at fakulteti

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XULOSA 
represents a new commitment by the governments of OECD countries to monitor
the outcomes of education systems in terms of student achievement, within a
common framework that is internationally agreed. While it is expected that many
individuals in participating countries, including professionals and lay-persons, will
use the survey results for a variety of purposes, the primary reason for developing
and conducting this large-scale international assessment is to provide empirically
grounded information which will inform policy decisions. The results of the
OECD assessments, to be published every three years along with other indicators
of education systems, will allow national policy makers to compare the
performance of their education systems with those of other countries. They will
also help to focus and motivate educational reform and school improvement,
especially where schools or education systems with similar inputs achieve
markedly different results. Further, they will provide a basis for better assessment
and monitoring of the effectiveness of education systems at the national level.
OECD/PISA is a collaborative process. It brings together scientific expertise
from the participating countries and is steered jointly by their governments on the
basis of shared, policy-driven interests. Following an overview of the design of
OECD/PISA and a summary of the most important features of the assessments,
there is a description of the nature of this collaboration, and how it is being used
to develop the frameworks that will define the OECD assessments.
The remaining sections of this publication then set out the conceptual framework
underlying the OECD/PISA assessments: they define each domain to be assessed
and explain what will be assessed and how. They also describe the context and
constraints within which the OECD/PISA assessments are placed.

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