Mathematics in PISA 2012: Construct validity and study of other psychometric properties in Spanish students

Abstract

In The Program for International Student Assessment (pisa) 2012, the definition of mathematical literacy includes different contents, processes and contexts. Considering this differentiation, our objective is to analyze the construct or constructs that underlie the obtained scores on PISA’s mathematical literacy of 2012, to predict the poor performance depending on the obtained factors of the mathematical literacy construct, and to define the percentiles that allow contextualizing the score of a schoolchild in a normative group. The results point out that the contents and the processes involved in mathematical literacy are interrelated and there are neither differences in the underlying factorial structure nor internal consistency in mathematical literacy by gender.