internes Kennzeichen
Country Identifier
Country code 3-character (autorekodiert (FDZ))
Intl. School ID
Intl. Student ID
PISA Assessment Cycle (2 digits + 2 character Assessment type - MS/FT) (autorekodiert (FDZ))
National Centre 6-digit Code (autorekodiert (FDZ))
Stratum ID 7-character (cnt + region ID + original stratum ID) (autorekodiert (FDZ))
Adjudicated sub-region code 7-digit code (3-digit country code + region ID + stratum ID) (autorekodiert (FDZ))
OECD country
Mode of Respondent
Global Competence Option
Well-Being Questionnaire Option
Financial Literacy Option
ICT Questionnaire Option
Educational Career Questionnaire Option
Parent Questionnaire Option
Teacher Questionnaire Option
Une Heure Option
Reading Option (autorekodiert (FDZ))
Math Option (autorekodiert (FDZ))
Language of Questionnaire
Language of Assessment
Language of Assessment (PAQ)
Form Identifier
What <grade> are you in? <Grade>
What <grade> are you in? <Grade> (Zur Anonymisierung gruppiert (FDZ))
Which one of the following <programmes> are you in?
Schulart Deutschland
Student (Standardized) Birth - Month
On what date were you born? Year
On what date were you born? Year (Zur Anonymisierung gruppiert (FDZ))
Student (Standardized) Gender
What is the <highest level of schooling> completed by your mother?
Does your mother have this qualification? <ISCED level 6> (incl. higher qualifications at level 5A in some countries)
Does your mother have any of the following qualifications? <ISCED level 5A>
Does your mother have any of the following qualifications? <ISCED level 5B>
Does your mother have any of the following qualifications? <ISCED level 4>
Does your mother have any of the following qualifications? <ISCED level 3B or C>
Does your mother have any of the following qualifications? Other
What is the <highest level of schooling> completed by your father?
Does your father have this qualification? <ISCED level 6> (incl. higher qualifications at level 5A in some countries)
Does your father have any of the following qualifications? ISCED 5A
Does your father have any of the following qualifications? <ISCED level 5B>
Does your father have any of the following qualifications? <ISCED level 4>
Does your father have any of the following qualifications? ISCED 3B, C
Does your father have any of the following qualifications? Other
In your home: A desk to study at
In your home: A room of your own
In your home: A quiet place to study
In your home: A computer you can use for school work
In your home: Educational software
In your home: A link to the Internet
In your home: Classic literature (e.g. <Shakespeare>)
In your home: Books of poetry
In your home: Works of art (e.g. paintings)
In your home: Books to help with your school work
In your home: <Technical reference books>
In your home: A dictionary
In your home: Books on art, music, or design
Video game console (e.g., Playstation, Nintendo, X-Box, Wii)
A television in your own room
Audio books
One or multiple music instruments
A smartphone (e.g., iPhone, Samsung Galaxy Smartphone)
A digital video camera
How many in your home: Televisions
How many in your home: Cars
How many in your home: Rooms with a bath or shower
How many in your home: <Cell phones> with Internet access (e.g. smartphones)
How many in your home: Computers (desktop computer, portable laptop, or notebook)
How many in your home: <Tablet computers> (e.g. <iPad>, <BlackBerry PlayBook>)
How many in your home: E-book readers (e.g. <Kindle>, <Kobo>, <Bookeen>)
How many in your home: Musical instruments (e.g. guitar, piano)
How many books are there in your home?
ISCO-08 Occupation code - Mother
Is your mother working as an employee or is she self-employed?
At her job, does your mother have any formal responsibility for supervising the work of other employees?
ISCO-08 Occupation code - Father
Is your father working as an employee or is he self-employed?
At his job, does your father have any formal responsibility for supervising the work of other employees?
In what country were you and your parents born? You
In what country were you and your parents born? You (Zur Anonymisierung gruppiert (FDZ))
In what country were you and your parents born? Mother
In what country were you and your parents born? Mother (Zur Anonymisierung gruppiert (FDZ))
In what country were you and your parents born? Father
In what country were you and your parents born? Father (Zur Anonymisierung gruppiert (FDZ))
How old were you when you arrived in <country of test>?
How old were you when you arrived in <country of test>? (Zur Anonymisierung gruppiert (FDZ))
Other country: You (autorekodiert (FDZ))
Other country: Mother (autorekodiert (FDZ))
Other country: Father (autorekodiert (FDZ))
How old were you when you started <ISCED 0>? Years
How old were you when you started <ISCED 1>? Years
Have you ever repeated a <grade>? At <ISCED 1>
Have you ever repeated a <grade>? At <ISCED 2>
What language do you speak at home most of the time?
You answered that, at home, you most often speek another language than the listed ones. Which language is it? (autorekodiert (FDZ))
Which language do you usually speak with: My mother
Which language do you usually speak with: My father
Which language do you usually speak with: My brother(s) and/or sister(s)
Which language do you usually speak with: My best friend
Which language do you usually speak with: My schoolmates
How often during <test language lessons>: Students don't listen to what the teacher says.
How often during <test language lessons>: There is noise and disorder.
How often during <test language lessons>: The teacher waits long for students to quiet down.
How often during <test language lessons>: Students cannot work well.
How often during <test language lessons>: Students don't start working for a long time after the lesson begins.
How often during <test language lessons>: The teacher shows an interest in every student's learning.
How often during <test language lessons>: The teacher gives extra help when students need it.
How often during <test language lessons>: The teacher helps students with their learning.
How often during <test language lessons>: The teacher continues teaching until the students understands.
How often during <test language lessons>: The teacher sets clear goals for our learning.
How often during <test language lessons>: The teacher asks questions to check whether we have understood what was taught
How often during <test language lessons>: [...] the teacher presents a short summary of the previous lesson.
How often during <test language lessons>: The teacher tells us what we have to learn.
Thinking of past two <test language lessons>: The teacher made me feel confident in my ability to do well in the course.
Thinking of past two <test language lessons>: The teacher listened to my view on how to do things.
Thinking of past two <test language lessons>: I felt that my teacher understood me.
How often in <test language lessons>: The teacher adapts the lesson to my class’s needs and knowledge.
How often in <test language lessons>: The teacher provides individual help when a student has difficulties [...]
How often in <test language lessons>: The teacher changes the structure of the lesson on a topic that most [...]
How often during <test language lessons>: The teacher gives me feedback on my strengths in this subject.
How often during <test language lessons>: The teacher tells me in which areas I can still improve.
How often during <test language lessons>: The teacher tells me how I can improve my performance.
Thinking of past two <test language lessons>: It was clear to me that the teacher liked teaching us.
Thinking of past two <test language lessons>: The enthusiasm of the teacher inspired me.
Thinking of past two <test language lessons>: It was clear that the teacher likes to deal with the topic of the lesson.
Thinking of past two <test language lessons>: The teacher showed enjoyment in teaching.
During the last month, how often did you have to read for school: Texts that include diagrams or maps
During the last month, how often did you have to read for school: Fiction (e.g., novels, short stories)
During the last month, how often did you have to read for school: Texts that include tables or graphs
During the last month, how often did you have to read for school: Digital texts including links
In your <test language lessons>, how often: The teacher encourages students to express their opinion about a text.
In your <test language lessons>, how often: The teacher helps students relate the stories they read to their lives.
In your <test language lessons>, how often: The teacher shows students how the information in texts builds on [...]
In your <test language lessons>, how often: The teacher poses questions that motivate students to participate actively.
<this academic year>, how many pages was the longest piece of text you had to read for your <test language lessons>?
When you have to read, does the teacher ask you to: Write a summary of the book or the chapter
When you have to read, does the teacher ask you to: List and write a short description of the main characters
When you have to read, does the teacher ask you to: Discuss in small groups with other students who read the same [...]
When you have to read, does the teacher ask you to: Give your personal thoughts about the book or the chapter [...]
When you have to read, does the teacher ask you to: Answer questions about the book or the chapter
When you have to read, does the teacher ask you to: Compare the content of the book or the chapter with your own [...]
When you have to read, does the teacher ask you to: Compare the book with other books or texts on a similar topic
When you have to read, does the teacher ask you to: Select a passage you liked or disliked and explain why
When you have to read, does the teacher ask you to: Write a text related to what you have read
Taught at school: How to use keywords when using a search engine such as <Google©>, <Yahoo©>, etc.
Taught at school: How to decide whether to trust information from the Internet
Taught at school: How to compare different web pages and decide what information is more relevant for your school work
Taught at school: To understand the consequences of making information publicly available online on <Facebook>, [...]
Taught at school: How to use the short description below the links in the list of results of a search
Taught at school: How to detect whether the information is subjective or biased
Taught at school: How to detect phishing or spam emails
How much do you agree or disagree? I read only if I have to.
How much do you agree or disagree? Reading is one of my favourite hobbies.
How much do you agree or disagree? I like talking about books with other people.
How much do you agree or disagree? For me, reading is a waste of time.
How much do you agree or disagree? I read only to get information that I need.
How often do you read these materials because you want to? Magazines
How often do you read these materials because you want to? Comic books
How often do you read these materials because you want to? Fiction (novels, narratives, stories)
How often do you read these materials because you want to? Non-fiction books (informational, documentary)
How often do you read these materials because you want to? Newspapers
Which of the following statements best describes how you read books (on any topic)?
About how much time do you usually spend reading for enjoyment?
How often involved in: Reading emails
How often involved in: <Chat on line> (e.g. <Whatsapp>, <Messenger>)
How often involved in: Reading online news
How often involved in: Searching information online to learn about a particular topic
How often involved in: Taking part in online group discussions or forums
How often involved in: Searching for practical information online (e.g. schedules, events, tips, recipes)
Agree: I am a good reader.
Agree: I am able to understand difficult texts.
Agree: I read fluently.
Agree: I have always had difficulty with reading.
Agree: I have to read a text several times before completely understanding it.
Agree: I find it difficult to answer questions about a text.
In the PISA test, how do you feel about the reading tasks: There were many words I could not understand.
In the PISA test, how do you feel about the reading tasks: Many texts were too difficult for me.
In the PISA test, how do you feel about the reading tasks: I was lost when I had to navigate between different pages.
Usefulness for understanding and memorising text: I concentrate on the parts of the text that are easy to understand.
Usefulness for understanding and memorising text: I quickly read through the text twice.
Usefulness for understanding and memorising text: After reading the text, I discuss its content with other people.
Usefulness for understanding and memorising text: I underline important parts of the text.
Usefulness for understanding and memorising text: I summarise the text in my own words.
Usefulness for understanding and memorising text: I read the text aloud to another person.
Usefulness for writing a summary: I write a summary. Then I check that each paragraph is covered in the summary, [...]
Usefulness for writing a summary: I try to copy out accurately as many sentences as possible.
Usefulness for writing a summary: Before writing the summary, I read the text as many times as possible.
Usefulness for writing a summary: I carefully check whether the most important facts in the text are represented [...]
Usefulness for writing a summary: I read through the text, underlining the most important sentences. Then I write [...]
How appropriate in reaction to this email: Answer the email and ask for more information about the smartphone
How appropriate in reaction to this email: Check the sender's email address
How appropriate in reaction to this email: Click on the link to fill out the form as soon as possible
How appropriate in reaction to this email: Delete the email without clicking on the link
How appropriate in reaction to this email: Check the website of the mobile phone operator to see whether [...]
Overall, how satisfied are you with your life as a whole these days?
Thinking about your school: Trying hard at school will help me get a good job.
Thinking about your school: Trying hard at school will help me get into a good <college>.
Thinking about your school: Trying hard at school is important.
<ISCED level 1>
<ISCED level 2>
<ISCED level 3B or C>
<ISCED level 3A>
<ISCED level 4>
<ISCED level 5B>
<ISCED level 5A or 6>
ISCO-08 Occupation code - Self
Agree: I enjoy working in situations involving competition with others.
Agree: It is important for me to perform better than other people on a task.
Agree: I try harder when I’m in competition with other people.
Agree: I find satisfaction in working as hard as I can.
Agree: Once I start a task, I persist until it is finished.
Agree: Part of the enjoyment I get from doing things is when I improve on my past performance.
Agree: If I am not good at something, I would rather keep struggling to master it than move on to something I may [...]
Agree: When I am failing, I worry about what others think of me.
Agree: When I am failing, I am afraid that I might not have enough talent.
Agree: When I am failing, this makes me doubt my plans for the future.
Agree: Your intelligence is something about you that you can't change very much.
Agree: My life has clear meaning or purpose.
Agree: I have discovered a satisfactory meaning in life.
Agree: I have a clear sense of what gives meaning to my life.
Thinking about yourself and how you normally feel: how often do you feel as described below? Happy
Thinking about yourself and how you normally feel: how often do you feel as described below? Scared
Thinking about yourself and how you normally feel: how often do you feel as described below? Lively
Thinking about yourself and how you normally feel: how often do you feel as described below? Miserable
Thinking about yourself and how you normally feel: how often do you feel as described below? Proud
Thinking about yourself and how you normally feel: how often do you feel as described below? Afraid
Thinking about yourself and how you normally feel: how often do you feel as described below? Joyful
Thinking about yourself and how you normally feel: how often do you feel as described below? Sad
Thinking about yourself and how you normally feel: how often do you feel as described below? Cheerful
How true for you: My goal is to learn as much as possible.
How true for you: My goal is to completely master the material presented in my classes.
How true for you: My goal is to understand the content of my classes as thoroughly as possible.
Agree: I usually manage one way or another.
Agree: I feel proud that I have accomplished things.
Agree: I feel that I can handle many things at a time.
Agree: My belief in myself gets me through hard times.
Agree: When I’m in a difficult situation, I can usually find my way out of it.
Thinking about your school: I feel like an outsider (or left out of things) at school.
Thinking about your school: I make friends easily at school.
Thinking about your school: I feel like I belong at school.
Thinking about your school: I feel awkward and out of place in my school.
Thinking about your school: Other students seem to like me.
Thinking about your school: I feel lonely at school.
How easy to perform on your own: Explain how carbon-dioxide emissions affect global climate change
How easy to perform on your own: Establish a connection between prices of textiles and working conditions in the [...]
How easy to perform on your own: Discuss the different reasons why people become refugees
How easy to perform on your own: Explain why some countries suffer more from global climate change than others
How easy to perform on your own: Explain how economic crises in single countries affect the global economy
How easy to perform on your own: Discuss the consequences of economic development on the environment
How informed are you about the following topics? Climate change and global warming
How informed are you about the following topics? Global health (e.g. epidemics)
How informed are you about the following topics? Migration (movement of people)
How informed are you about the following topics? International conflicts
How informed are you about the following topics? Hunger or malnutrition in different parts of the world
How informed are you about the following topics? Causes of poverty
How informed are you about the following topics? Equality between men and women in different parts of the world
How well does the following describe you: I try to look at everybody's side of a disagreement before I make a decision.
How well does the following describe you: I believe that there are two sides to every question and try to look at [...]
How well does the following describe you: I sometimes try to understand my friends better by imagining how things [...]
How well does the following describe you: Before criticizing somebody, I try to imagine how I would feel if I were [...]
How well does the following describe you: When I'm upset at someone, I try to take the perspective of that person [...]
How well does the following describe you: I can deal with unusual situations.
How well does the following describe you: I can change my behaviour to meet the needs of new situations.
How well does the following describe you: I can adapt to different situations even when under stress or pressure.
How well does the following describe you: I can adapt easily to a new culture.
How well does the following describe you: When encountering difficult situations with other people, I can think of [...]
How well does the following describe you: I am capable of overcoming my difficulties in interacting with people [...]
Intercultural communication: I carefully observe their reactions.
Intercultural communication: I frequently check that we are understanding each other correctly.
Intercultural communication: I listen carefully to what they say.
Intercultural communication: I choose my words carefully.
Intercultural communication: I give concrete examples to explain my ideas.
Intercultural communication: I explain things very carefully.
Intercultural communication: If there is a problem with communication, I find ways around it [...]
Involved in: I reduce the energy I use at home [...] to protect the environment.
Involved in: I choose certain products for ethical or environmental reasons, even if they are a bit more expensive.
Involved in: I sign environmental or social petitions online.
Involved in: I keep myself informed about world events via <Twitter> or <Facebook>.
Involved in: I boycott products or companies for political, ethical or environmental reasons.
Involved in: I participate in activities promoting equality between men and women.
Involved in: I participate in activities in favour of environmental protection.
Involved in: I regularly read websites on international social issues (e.g. poverty, human rights).
How well does the following describe you: I want to learn how people live in different countries.
How well does the following describe you: I want to learn more about the religions of the world.
How well does the following describe you: I am interested in how people from various cultures see the world.
How well does the following describe you: I am interested in finding out about the traditions of other cultures.
Do you have contact with people from other countries? In your family
Do you have contact with people from other countries? At school
Do you have contact with people from other countries? In your neighbourhood
Do you have contact with people from other countries? In your circle of friends
How well does the following describe you: I respect people from other cultures as equal human beings.
How well does the following describe you: I treat all people with respect regardless of their cultural background.
How well does the following describe you: I give space to people from other cultures to express themselves.
How well does the following describe you: I respect the values of people from different cultures.
How well does the following describe you: I value the opinions of people from different cultures.
Agree: I think of myself as a citizen of the world.
Agree: When I see the poor conditions that some people in the world live under, I feel a responsibility to do [...]
Agree: I think my behaviour can impact people in other countries.
Agree: It is right to boycott companies that are known to provide poor workplace conditions for their employees.
Agree: I can do something about the problems of the world.
Agree: Looking after the global environment is important to me.
Agree: Immigrant children should have the same opportunities for education that other children in the country have.
Agree: Immigrants who live in a country for several years should have the opportunity to vote in elections.
Agree: Immigrants should have the opportunity to continue their own customs and lifestyle.
Agree: Immigrants should have all the same rights that everyone else in the country has.
How many languages [...] do you and your parents speak well enough to converse with others? You
How many languages [...] do you and your parents speak well enough to converse with others? Your mother
How many languages [...] do you and your parents speak well enough to converse with others? Your father
How many foreign languages do you learn at your school this school year?
At school: I learn about the interconnectedness of countries’ economies.
At school: I learn how to solve conflicts with other people in our classrooms.
At school: I learn about different cultures.
At school: We read newspapers, look for news on the Internet or watch the news together during classes.
At school: I am often invited by my teachers to give my personal opinion about international news.
At school: I participate in events celebrating cultural diversity throughout the school year.
At school: I participate in classroom discussions about world events as part of the regular instruction.
At school: I analyse global issues together with my classmates in small groups during class.
At school: I learn how people from different cultures can have different perspectives on some issues.
At school: I learn how to communicate with people from different backgrounds.
Teachers in your school: They have misconceptions about the history of some cultural groups.
Teachers in your school: They say negative things about people of some cultural groups.
Teachers in your school: They blame people of some cultural groups for problems faced by <country of test>.
Teachers in your school: They have lower academic expectations for students of some cultural groups.
Thinking about <this academic year>: My parents support my educational efforts and achievements.
Thinking about <this academic year>: My parents support me when I am facing difficulties at school.
Thinking about <this academic year>: My parents encourage me to be confident.
Think about your school, how true: Students seem to value competition.
Think about your school, how true: It seems that students are competing with each other.
Think about your school, how true: Students seem to share the feeling that competing with each other is important.
Think about your school, how true: Students feel that they are being compared with others.
Typically required to attend: Number of <class periods> per week in <test language lessons>
Typically required to attend: Number of <class periods> per week in mathematics
Typically required to attend: Number of <class periods> per week in <science>
Typically required to attend: Number of <class periods> per week in foreign language
In a normal, full week at school, how many <class periods> are you required to attend in total?
How many minutes, on average, are there in a <class period>?
In the last two full weeks of school, how often: I <skipped> a whole school day.
In the last two full weeks of school, how often: I <skipped> some classes.
In the last two full weeks of school, how often: I arrived late for school.
During the past 12 months, how often: Other students left me out of things on purpose.
During the past 12 months, how often: Other students made fun of me.
During the past 12 months, how often: I was threatened by other students.
During the past 12 months, how often: Other students took away or destroyed things that belonged to me.
During the past 12 months, how often: I got hit or pushed around by other students.
During the past 12 months, how often: Other students spread nasty rumours about me.
Agree: It irritates me when nobody defends bullied students.
Agree: It is a good thing to help students who can't defend themselves.
Agree: It is a wrong thing to join in bullying.
Agree: I feel bad seeing other students bullied.
Agree: I like it when someone stands up for other students who are being bullied.
Think about your school, how true: Students seem to value cooperation.
Think about your school, how true: It seems that students are cooperating with each other.
Think about your school, how true: Students seem to share the feeling that cooperating with each other is important.
Think about your school, how true: Students feel that they are encouraged to cooperate with others.
In which languages do you read? German
In which languages do you read? First language/mother tongue (if it is not German)
In which languages do you read? English
In which languages do you read? others
How often do you read in a language other than the <test language> outside of school?
In how many languages do you regularly read?
If at least one book was assigned, which choices did you have? All students had to read the same book(s).
If at least one book was assigned, which choices did you have? list provided by the teacher
If at least one book was assigned, which choices did you have? The students could freely choose the book(s) they read.
If at least one book was assigned, which choices did you have? list provided by the teacher or freely
for a scientific subject
Mathematics
for German
Other
Time spent using digital devices during classroom lessons in a typical school week: <Test language lessons>
Time spent using digital devices during classroom lessons in a typical school week: <Mathematics>
Time spent using digital devices during classroom lessons in a typical school week: <Science>
Time spent using digital devices during classroom lessons in a typical school week: <Foreign language>
Time spent using digital devices during classroom lessons in a typical school week: <Social sciences>
Time spent using digital devices during classroom lessons in a typical school week: Music
Time spent using digital devices during classroom lessons in a typical school week: Sports
Time spent using digital devices during classroom lessons in a typical school week: <Performing arts>
Time spent using digital devices during classroom lessons in a typical school week: <Visual arts>
Time spent using digital devices outside of classroom lessons in a typical school week: <Test language lessons>
Time spent using digital devices outside of classroom lessons in a typical school week: <Mathematics>
Time spent using digital devices outside of classroom lessons in a typical school week: <Science>
Time spent using digital devices outside of classroom lessons in a typical school week: <Foreign language>
Time spent using digital devices outside of classroom lessons in a typical school week: <Social sciences>
Time spent using digital devices outside of classroom lessons in a typical school week: Music
Time spent using digital devices outside of classroom lessons in a typical school week: Sports
Time spent using digital devices outside of classroom lessons in a typical school week: <Performing arts>
Time spent using digital devices outside of classroom lessons in a typical school week: <Visual arts>
Digital device used for learning or teaching during lessons within the last month: <Test language lessons>
Digital device used for learning or teaching during lessons within the last month: <Mathematics>
Digital device used for learning or teaching during lessons within the last month: <Science>
Digital device used for learning or teaching during lessons within the last month: <Foreign language>
Digital device used for learning or teaching during lessons within the last month: <Social sciences>
Digital device used for learning or teaching during lessons within the last month: Music
Digital device used for learning or teaching during lessons within the last month: Sports
Digital device used for learning or teaching during lessons within the last month: <Performing arts>
Digital device used for learning or teaching during lessons within the last month: <Visual arts>
Use digital devices outside of school: Playing one-player games.
Use digital devices outside of school: Playing collaborative online games.
Use digital devices outside of school: Using email.
Use digital devices outside of school: <Chatting online> (e.g. <MSN>).
Use digital devices outside of school: Participating in Social Networks (e.g. <Facebook>, <MySpace>).
Use digital devices outside of school: Playing online games via Social Networks (e.g. <Farmville>, <The Sims Social>).
Use digital devices outside of school: Browsing the Internet for fun (such as watching videos, e.g. <YouTube>).
Use digital devices outside of school: Reading news on the Internet (e.g. current affairs).
Use digital devices outside of school: Obtaining practical information from the Internet [...]
Use digital devices outside of school: Downloading music, films, games or software from the Internet.
Use digital devices outside of school: Uploading your own created contents for sharing [...]
Use digital devices outside of school: Downloading new apps on a mobile device.
Agree: I forget about time when I'm using digital devices.
Agree: The Internet is a great resource for obtaining information I am interested in (e.g. news, sports, dictionary).
Agree: It is very useful to have Social Networks on the Internet.
Agree: I am really excited discovering new digital devices or applications.
Agree: I really feel bad if no Internet connection is possible.
Agree: I like using digital devices.
Agree: I feel comfortable using digital devices that I am less familiar with.
Agree: If my friends and relatives want to buy new digital devices or applications, I can give them advice.
Agree: I feel comfortable using my digital devices at home.
Agree: When I come across problems with digital devices, I think I can solve them.
Agree: If my friends and relatives have a problem with digital devices, I can help them.
Agree: If I need new software, I install it by myself.
Agree: I read information about digital devices to be independent.
Agree: I use digital devices as I want to use them.
Agree: If I have a problem with digital devices I start to solve it on my own.
Agree: If I need a new application, I choose it by myself.
Agree: To learn something new about digital devices, I like to talk about them with my friends.
Agree: I like to exchange solutions to problems with digital devices with others on the Internet.
Agree: I like to meet friends and play computer and video games with them.
Agree: I like to share information about digital devices with my friends.
Agree: I learn a lot about digital media by discussing with my friends and relatives.
Which of the following statements best describes how you read the news (e.g. politics, culture, sport, local news)?
Did you change schools when you were attending <ISCED 1>?
Did you change schools when you were attending <ISCED 2>?
Find out about future study or types of work: I did an internship.
Find out about future study or types of work: I attended <job shadowing or work-site visits>.
Find out about future study or types of work: I visited a <job fair>.
Find out about future study or types of work: I spoke to a <career advisor> at my school.
Find out about future study or types of work: I spoke to a <career advisor> outside of my school.
Find out about future study or types of work: I completed a questionnaire to find out about my interests and abilities.
Find out about future study or types of work: I researched the Internet for information about careers.
Find out about future study or types of work: I went to an organised tour in an <ISCED 3-5> institution.
Find out about future study or types of work: I researched the Internet for information about <ISCED 3-5> programmes.
Find out about future study or types of work: <country specific item>
If you had the opportunity to participate in a student exchange programme [...], would you like to take part?
How often do the following people work with you on your schoolwork? Your mother
How often do the following people work with you on your schoolwork? Your father
How often do the following people work with you on your schoolwork? Your brothers and sisters
How often do the following people work with you on your schoolwork? Other relatives
How often do the following people work with you on your schoolwork? Other person
In the current school year, how often have you skipped … biology lessons?
In the current school year, how often have you skipped …… chemistry lessons?
In the current school year, how often have you skipped …… physics lessons?
In the current school year, how often have you skipped …… mathematics lessons?
In the current school year, how often have you skipped …… physical education lessons?
In the current school year, how often have you skipped …… German lessons?
In the current school year, how often have you skipped …… lessons in other subjects?
In the current school year, how often have you skipped …… school mornings or afternoons?
In the current school year, how often have you skipped …… single school days?
In the current school year, how often have you skipped …… more than two school days in a row?
In the current school year, how often have you skipped …… the first or last lesson of a school day?
In the current school year, how often have you skipped …… a test?
In the current school year, how many of your classmates have skipped classes?
I do not skip lessons.
I am reminded to bring a written excuse.
My teacher talks to me about my unexcused absence.
I have to see the principal and explain why I have been absent.
Nothing.
The school contacts my parents.
I get punished.
In the current school year, how many days have you missed school because you were sick?
In the current school year, how many days have you missed for reasons that you could not control?
I am good at resisting temptation. (Aufgrund eines Sperrvermerks geleert (FDZ))
I have a hard time breaking bad habits. (Aufgrund eines Sperrvermerks geleert (FDZ))
I am lazy. (Aufgrund eines Sperrvermerks geleert (FDZ))
I say inappropriate things. (Aufgrund eines Sperrvermerks geleert (FDZ))
I do certain things that are bad for me, if they are fun. (Aufgrund eines Sperrvermerks geleert (FDZ))
I wish I had more self-discipline. (Aufgrund eines Sperrvermerks geleert (FDZ))
Pleasure and fun sometimes keep me from getting work done. (Aufgrund eines Sperrvermerks geleert (FDZ))
I have trouble concentrating. (Aufgrund eines Sperrvermerks geleert (FDZ))
I am able to work effectively toward long-term goals. (Aufgrund eines Sperrvermerks geleert (FDZ))
Sometimes I can’t stop myself from doing something, even if I know it is wrong. (Aufgrund eines Sperrvermerks geleert (FDZ))
I often act without thinking through all the alternatives. (Aufgrund eines Sperrvermerks geleert (FDZ))
I refuse things that are bad for me. (Aufgrund eines Sperrvermerks geleert (FDZ))
People would say that I have iron self- discipline. (Aufgrund eines Sperrvermerks geleert (FDZ))
When I am learning, I work as hard as possible. (Aufgrund eines Sperrvermerks geleert (FDZ))
When I am learning, I even continue working if the material is difficult. (Aufgrund eines Sperrvermerks geleert (FDZ))
When I am learning, I do my best to acquire the knowledge and the skills. (Aufgrund eines Sperrvermerks geleert (FDZ))
When I am learning, I do my very best. (Aufgrund eines Sperrvermerks geleert (FDZ))
VARIABLENLABEL ENTFERNT (Aufgrund eines Sperrvermerks geleert (FDZ))
In which languages do you usually do the following activities? Reading books, magazines or newspapers German
In which languages do you usually do the following activities? Reading books, magazines or newspapers Heritage language
In which languages do you usually do the following activities? Reading books, magazines or newspapers Other language
In which languages do you usually do the following activities? Watching TV or movies German
In which languages do you usually do the following activities? Watching TV or movies Heritage language
In which languages do you usually do the following activities? Watching TV or movies Other language
In which languages do you usually do the following activities? Surfing the internet German
In which languages do you usually do the following activities? Surfing the internet Heritage language
In which languages do you usually do the following activities? Surfing the internet Other language
Participating in social networks (e.g. <Facebook>, <MySpace>) German
Participating in social networks (e.g. <Facebook>, <MySpace>) Heritage language
Participating in social networks (e.g. <Facebook>, <MySpace>) Other language
Who will complete this questionnaire? Mother or other female guardian
Who will complete this questionnaire? Father or other male guardian
Who will complete this questionnaire? Other
Activities with your child, how often: Discuss how well my child is doing at school
Activities with your child, how often: Eat <the main meal> with my child around a table
Activities with your child, how often: Spend time just talking to my child
Activities with your child, how often: Help my child with his/her reading and writing homework
Activities with your child, how often: Discuss political or social issues
Activities with your child, how often: Go to a bookstore or library with my child
Activities with your child, how often: Talk with my child about what he/she is reading on his/her own
When child attended the first year of <ISCED 1>, how often: Read books
When child attended the first year of <ISCED 1>, how often: Tell stories
When child attended the first year of <ISCED 1>, how often: Sing songs
When child attended the first year of <ISCED 1>, how often: Play with alphabet toys [...]
When child attended the first year of <ISCED 1>, how often: Talk about things you had done
When child attended the first year of <ISCED 1>, how often: Talk about what you had read
When child attended the first year of <ISCED 1>, how often: Play word games
When child attended the first year of <ISCED 1>, how often: Write letters or words
When child attended the first year of <ISCED 1>, how often: Read aloud signs and labels
When child attended the first year of <ISCED 1>, how often: Say counting rhymes or sing counting songs
In what language did most of the activities in the previous question take place?
Thinking back to when your child was about 10 years old, how often would he or she read the following? Comic books
Thinking back to when your child was about 10 years old, how often would he or she read the following? Magazines
Thinking back to when your child was about 10 years old, how often would he or she read the following? Books
Thinking back to when your child was about 10 years old, how often would he or she read the following? Newspapers
I am interested in my child’s school activities.
Thinking about <the last academic year>: I am supportive of my child's efforts at school and his/her achievements.
Thinking about <the last academic year>: I support my child when he/she is facing difficulties at school.
Thinking about <the last academic year>: I encourage my child to be confident.
<the last academic year>: Discussed my child's behaviour with a teacher on my own initiative.
<the last academic year>: Discussed my child's behaviour on the initiative of one of his/her teachers.
<the last academic year>: Discussed my child's progress with a teacher on my own initiative.
<the last academic year>: Discussed my child's progress on the initiative of one of their teachers.
<the last academic year>: Participated in local school government, e.g. parent council or school management committee.
<the last academic year>: Volunteered in physical or extra-curricular activities [...]
<the last academic year>: Volunteered to support school activities [...]
<the last academic year>: Attended a scheduled meeting or conferences for parents.
<the last academic year>: Talked about how to support learning at home and homework with my child's teachers.
<the last academic year>: Exchanged ideas on parenting [...] or the child's development with my child's teachers.
<the last academic year>, participation hindered: The meeting times were inconvenient.
<the last academic year>, participation hindered: I was not able to get off from work.
<the last academic year>, participation hindered: I had no one to take care of my child/ children.
<the last academic year>, participation hindered: The way to school is unsafe.
<the last academic year>, participation hindered: I had problems with transportation.
<the last academic year>, participation hindered: I felt unwelcome at my child's school.
<the last academic year>, participation hindered: I feel generally awkward in a school.
<the last academic year>, participation hindered: My <language skills> were not sufficient.
<the last academic year>, participation hindered: I think participation is not relevant for my child's development.
<the last academic year>, participation hindered: I do not know how I could participate in school activities.
<the last academic year>, participation hindered: My child does not want me to participate.
Agree: Most of my child's school teachers seem competent and dedicated.
Agree: Standards of achievement are high in my child's school.
Agree: I am happy with the content taught and the instructional methods used in my child's school.
Agree: I am satisfied with the disciplinary atmosphere in my child's school.
Agree: My child's progress is carefully monitored by the school.
Agree: My child's school provides regular and useful information on my child's progress.
Agree: My child's school does a good job in educating students.
Agree: My child's school provides an inviting atmosphere for parents to get involved.
Agree: My child's school provides effective communication between the school and families.
Agree: My child's school involves parents in the school's decision-making process.
Agree: My child's school offers parent education [...] or family support programmes [...]
Agree: My child's school informs families about how to help students with homework and other school-related activities.
Agree: My child's school cooperates with <community services> to strengthen school programmes and student development.
Which of the following statements best describes the schooling available to students in your location?
Importance for choosing a school: The school is at a short distance to home.
Importance for choosing a school: The school has a good reputation.
Importance for choosing a school: The school offers particular courses or school subjects.
Importance for choosing a school: The school adheres to a particular <religious philosophy>.
Importance for choosing a school: The school has a particular approach to <pedagogy/didactics, e.g. example>.
Importance for choosing a school: Other family members attended the school.
Importance for choosing a school: Expenses are low (e.g. tuition, books, room and board).
Importance for choosing a school: The school has financial aid available, such as a school loan, scholarship, or grant.
Importance for choosing a school: The school has an active and pleasant school climate.
Importance for choosing a school: The academic achievements of students in the school are high.
Importance for choosing a school: There is a safe school environment.
Importance for choosing a school: The school has an international student body.
Importance for choosing a school: The school offers exchange programmes with schools in other countries.
Importance for choosing a school: The school has a focus on foreign language instruction.
Statements about reading? I read only if I have to
Statements about reading? Reading is one of my favourite hobbies
Statements about reading? I like talking about books with other people
Statements about reading? For me, reading is a waste of time
Statements about reading? I read only to get information that I need
How often do you read these types of texts because you want to? Magazines
How often do you read these types of texts because you want to? Comic books
How often do you read these types of texts because you want to? Fiction (novels, narratives, stories)
How often do you read these types of texts because you want to? Non-fiction books (informational, documentary)
How often do you read these types of texts because you want to? Newspapers
How often are you involved in reading activities: Reading emails
How often are you involved in reading activities: <Chat on line> (e.g. <Whatsapp> , <Messenger>)
How often are you involved in reading activities: Reading online news
How often are you involved in reading activities: Searching information online to learn about a particular topic
How often are you involved in reading activities: Taking part in online group discussions or forums
How often are you involved in reading activities: Searching for practical information online [...]
How many languages, including the language(s) you speak at home, do you speak well enough to converse with others?
How interested are you in the following issues? Political or social issues in your country
How interested are you in the following issues? Political or social issues in other countries
How interested are you in the following issues? Environmental issues in your country
How interested are you in the following issues? Environmental issues in other countries
How interested are you in the following issues? History, culture and arts of your country
How interested are you in the following issues? History, culture and arts of other countries
Involved in: I keep myself informed about world events instantly via <Twitter> or <Facebook>.
Completion of a special education (ISCED 1 Special Education)
ISCED 2 Lower Secondary / Lowest Track
ISCED 2 Lower secondary
ISCED 3B/C Vocational School
ISCED 3A Upper Secondary
Completion of different school of the same level (ISCED 4)
Diploma of Profesional High School (ISCED 5B)
University degree (ISCED 5A)
PhD (ISCED 6)
Child regularly attended prior to <grade 1 in ISCED 1>: Supervision and care [...]
Child regularly attended prior to <grade 1 in ISCED 1>: Early childhood educational development [...]
Child regularly attended prior to <grade 1 in ISCED 1>: Pre-primary education [...]
Ages child attended <early childhood education and care arrangement> prior to <grade 1 in ISCED 1>: Up to age 1
Ages child attended <early childhood education and care arrangement> prior to <grade 1 in ISCED 1>: Age 1
Ages child attended <early childhood education and care arrangement> prior to <grade 1 in ISCED 1>: Age 2
Ages child attended <early childhood education and care arrangement> prior to <grade 1 in ISCED 1>: Age 3
Ages child attended <early childhood education and care arrangement> prior to <grade 1 in ISCED 1>: Age 4
Ages child attended <early childhood education and care arrangement> prior to <grade 1 in ISCED 1>: Age 5
Ages child attended <early childhood education and care arrangement> prior to <grade 1 in ISCED 1>: Age 6
Ages child attended <early childhood education and care arrangement> prior to <grade 1 in ISCED 1>: Age 7
What was the most important reason why your child attended an [early childhood education and care arrangement]?
Hours per week child attended a <early childhood education and care arrangement> at the age of three years
Did your child attend the following additional instructions during [ISCED 1]? [Enrichment lessons] in [test language]
Did your child attend the following additional instructions during [ISCED 1]? [Remedial lessons] in [test language]
In the last twelve months, about how much would you have paid to educational providers for services?
What is your annual household income?
My child is good at resisting temptation. (Aufgrund eines Sperrvermerks geleert (FDZ))
My child has a hard time breaking bad habits. (Aufgrund eines Sperrvermerks geleert (FDZ))
My child is a hard worker. (Aufgrund eines Sperrvermerks geleert (FDZ))
My child says inappropriate things. (Aufgrund eines Sperrvermerks geleert (FDZ))
My child does certain things that are bad for him/her, if they are fun. (Aufgrund eines Sperrvermerks geleert (FDZ))
I wish my child had more self-discipline. (Aufgrund eines Sperrvermerks geleert (FDZ))
Pleasure and fun sometimes keep my child from getting work done. (Aufgrund eines Sperrvermerks geleert (FDZ))
My child has trouble concentrating. (Aufgrund eines Sperrvermerks geleert (FDZ))
My child is able to work effectively toward long-term goals. (Aufgrund eines Sperrvermerks geleert (FDZ))
Sometimes my child can’t stop him-/herself from doing something, even if he/she knows it is wrong. (Aufgrund eines Sperrvermerks geleert (FDZ))
My child often acts without thinking through all the alternatives. (Aufgrund eines Sperrvermerks geleert (FDZ))
My child refuses things that are bad for him/her. (Aufgrund eines Sperrvermerks geleert (FDZ))
People would say that my child has iron self-discipline. (Aufgrund eines Sperrvermerks geleert (FDZ))
What is the mother’s main job? (e.g. school teacher, kitchen-hand, sales manager)
What does the mother do in her main job?
What is the father’s main job?(e.g. school teacher, kitchen-hand, sales manager)
What does the father do in his main job?
Is the mother working as an employee or is she self-employed?
At her job, does the mother have any formal responsibility for supervising the work of other employees?
Is the father working as an employee or is he self-employed?
At his job, does the father have any formal responsibility for supervising the work of other employees?
In what country was this person born? Mother
In what country was this person born? Mother (Zur Anonymisierung gruppiert (FDZ))
In what country was this person born? Father
In what country was this person born? Father (Zur Anonymisierung gruppiert (FDZ))
In what country was this person born? Maternal Grandmother
In what country was this person born? Maternal Grandmother (Zur Anonymisierung gruppiert (FDZ))
In what country was this person born? Maternal Grandfather
In what country was this person born? Maternal Grandfather (Zur Anonymisierung gruppiert (FDZ))
In what country was this person born? Paternal Grandmother
In what country was this person born? Paternal Grandmother (Zur Anonymisierung gruppiert (FDZ))
In what country was this person born? Paternal Grandfather
In what country was this person born? Paternal Grandfather (Zur Anonymisierung gruppiert (FDZ))
In another country, namely: Mother (autorekodiert (FDZ))
In another country, namely: Father (autorekodiert (FDZ))
In another country, namely: Maternal Grandmother (autorekodiert (FDZ))
In another country, namely: Maternal Grandfather (autorekodiert (FDZ))
In another country, namely: Paternal Grandmother (autorekodiert (FDZ))
In another country, namely: Paternal Grandfather (autorekodiert (FDZ))
My child’s academic achievement
My child’s social-emotional development
Parental involvement in school
How much effort did you put into this test?
How much effort would you have invested?
Grade compared to modal grade in country
Age
Unique national study programme code (autorekodiert (FDZ))
Country of Birth National Categories- Self (autorekodiert (FDZ))
Country of Birth National Categories- Self (Zur Anonymisierung gruppiert (FDZ))
Country of Birth National Categories- Mother (autorekodiert (FDZ))
Country of Birth National Categories- Mother (Zur Anonymisierung gruppiert (FDZ))
Country of Birth National Categories- Father (autorekodiert (FDZ))
Country of Birth National Categories- Father (Zur Anonymisierung gruppiert (FDZ))
Language at home (3-digit code)
ISCED level
ISCED designation
ISCED orientation
Mother’s Education (ISCED)
Father’s Education (ISCED)
Highest Education of parents (ISCED)
Index highest parental education in years of schooling
Mother’s Education - alternate definition (ISCED)
Father’s Education - alternate definition (ISCED)
Highest Education of parents - alternate definition (ISCED)
Index highest parental education (international years of schooling scale)
ISEI of mother
ISEI of father
Index highest parental occupational status
Language spoken with their mother for students who do not speak the test language at home
Language spoken with their father for students who do not speak the test language at home
Language spoken with their brother(s) and/or sister(s) for students who do not speak the test language at home
Language spoken with their best friend for students who do not speak the test language at home
Language spoken with their school mates for students who do not speak the test language at home
Index Immigration status
Duration in early childhood education and care
Duration in early childhood education and care (Zur Anonymisierung gruppiert (FDZ))
Grade Repetition
Student’s expected occupational status (SEI)
Learning time (minutes per week) - <Mathematics>
Learning time (minutes per week) - <test language>
Learning time (minutes per week) - <science>
Learning time (minutes per week) - in total
Familiarity with concepts of finance (Sum)
Number of school changes
Number of changes in educational biography (Sum)
Body mass index of student
Index of economic, social and cultural status
Meta-cognition: understanding and remembering
Meta-cognition: summarising
Meta-cognition: assess credibility
ICT available at home
ICT available at school
Home possessions (WLE)
Cultural possessions at home (WLE)
Home educational resources (WLE)
Family wealth (WLE)
ICT resources (WLE)
Disciplinary climate in test language lessons (WLE)
Teacher support in test language lessons (WLE)
Teacher-directed instruction (WLE)
Perceived feedback (WLE)
Parents' emotional support perceived by student (WLE)
Teacher's stimulation of reading engagement perceived by student (WLE)
Adaptation of instruction (WLE)
Perceived teacher's interest (WLE)
Joy/Like reading (WLE)
Self-concept of reading: Perception of competence (WLE)
Self-concept of reading: Perception of difficulty (WLE)
Perception of difficulty of the PISA test (WLE)
Perception of competitiveness at school (WLE)
Perception of cooperation at school (WLE)
Attitude towards school: learning activities (WLE)
Competitiveness (WLE)
Work mastery (WLE)
General fear of failure (WLE)
Eudaemonia: meaning in life (WLE)
Subjective well-being: Positive affect (WLE)
Resilience (WLE)
Mastery goal orientation (WLE)
Self-efficacy regarding global issues (WLE)
Student's awareness of global issues (WLE)
Student's attitudes towards immigrants (WLE)
Student's interest in learning about other cultures (WLE)
Perspective-taking (WLE)
Cognitive flexibility/adaptability (WLE)
Respect for people from other cultures (WLE)
Awareness of intercultural communication (WLE)
Global-mindedness (WLE)
Discriminating school climate (WLE)
Subjective well-being: Sense of belonging to school (WLE)
Student's experience of being bullied (WLE)
ICT use outside of school (leisure) (WLE)
Use of ICT outside of school (for school work activities) (WLE)
Use of ICT at school in general (WLE)
Interest in ICT (WLE)
Perceived ICT competence (WLE)
Perceived autonomy related to ICT use (WLE)
ICT as a topic in social interaction (WLE)
Subject-related ICT use during lessons (WLE)
Subject-related ICT use outside of lessons (WLE)
Information about careers (WLE)
Information about the labour market provided by the school (WLE)
Information about the labour market provided outside of school (WLE)
Confidence about financial matters (WLE)
Confidence about financial matters using digital devices (WLE)
Financial education in school lessons (WLE)
Parental involvement in matters of Financial Literacy (WLE)
Current parental support for learning at home (WLE)
Parents' emotional support (WLE)
Parents' perceived school quality (WLE)
School policies for parental involvement (WLE)
Previous parental support for learning at home (WLE)
Parents‘ enjoyment of reading (WLE)
Parents' attitudes towards immigrants (WLE)
Parents' interest in learning about other cultures (WLE)
Parents' awareness of global issues (WLE)
Body image (WLE)
Social Connections: Parents (WLE)
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT WEIGHT
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 1
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 2
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 3
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 4
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 5
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 6
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 7
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 8
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 9
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 10
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 11
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 12
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 13
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 14
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 15
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 16
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 17
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 18
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 19
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 20
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 21
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 22
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 23
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 24
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 25
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 26
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 27
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 28
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 29
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 30
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 31
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 32
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 33
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 34
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 35
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 36
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 37
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 38
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 39
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 40
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 41
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 42
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 43
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 44
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 45
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 46
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 47
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 48
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 49
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 50
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 51
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 52
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 53
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 54
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 55
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 56
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 57
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 58
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 59
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 60
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 61
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 62
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 63
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 64
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 65
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 66
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 67
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 68
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 69
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 70
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 71
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 72
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 73
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 74
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 75
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 76
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 77
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 78
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 79
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 80
REP_BWGT: RANDOMLY ASSIGNED UNIT NUMBER
RANDOMIZED FINAL VARIANCE STRATUM (1-80)
Plausible Value 1 in Mathematics
Plausible Value 2 in Mathematics
Plausible Value 3 in Mathematics
Plausible Value 4 in Mathematics
Plausible Value 5 in Mathematics
Plausible Value 6 in Mathematics
Plausible Value 7 in Mathematics
Plausible Value 8 in Mathematics
Plausible Value 9 in Mathematics
Plausible Value 10 in Mathematics
Plausible Value 1 in Reading
Plausible Value 2 in Reading
Plausible Value 3 in Reading
Plausible Value 4 in Reading
Plausible Value 5 in Reading
Plausible Value 6 in Reading
Plausible Value 7 in Reading
Plausible Value 8 in Reading
Plausible Value 9 in Reading
Plausible Value 10 in Reading
Plausible Value 1 in Science
Plausible Value 2 in Science
Plausible Value 3 in Science
Plausible Value 4 in Science
Plausible Value 5 in Science
Plausible Value 6 in Science
Plausible Value 7 in Science
Plausible Value 8 in Science
Plausible Value 9 in Science
Plausible Value 10 in Science
Plausible Value 1 in Global Competency
Plausible Value 2 in Global Competency
Plausible Value 3 in Global Competency
Plausible Value 4 in Global Competency
Plausible Value 5 in Global Competency
Plausible Value 6 in Global Competency
Plausible Value 7 in Global Competency
Plausible Value 8 in Global Competency
Plausible Value 9 in Global Competency
Plausible Value 10 in Global Competency
Plausible Value 1 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 2 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 3 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 4 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 5 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 6 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 7 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 8 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 9 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 10 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 1 in Cognitive Process Subscale of Reading - Understand
Plausible Value 2 in Cognitive Process Subscale of Reading - Understand
Plausible Value 3 in Cognitive Process Subscale of Reading - Understand
Plausible Value 4 in Cognitive Process Subscale of Reading - Understand
Plausible Value 5 in Cognitive Process Subscale of Reading - Understand
Plausible Value 6 in Cognitive Process Subscale of Reading - Understand
Plausible Value 7 in Cognitive Process Subscale of Reading - Understand
Plausible Value 8 in Cognitive Process Subscale of Reading - Understand
Plausible Value 9 in Cognitive Process Subscale of Reading - Understand
Plausible Value 10 in Cognitive Process Subscale of Reading - Understand
Plausible Value 1 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 2 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 3 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 4 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 5 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 6 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 7 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 8 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 9 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 10 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 1 in Text Structure Subscale of Reading - Single
Plausible Value 2 in Text Structure Subscale of Reading - Single
Plausible Value 3 in Text Structure Subscale of Reading - Single
Plausible Value 4 in Text Structure Subscale of Reading - Single
Plausible Value 5 in Text Structure Subscale of Reading - Single
Plausible Value 6 in Text Structure Subscale of Reading - Single
Plausible Value 7 in Text Structure Subscale of Reading - Single
Plausible Value 8 in Text Structure Subscale of Reading - Single
Plausible Value 9 in Text Structure Subscale of Reading - Single
Plausible Value 10 in Text Structure Subscale of Reading - Single
Plausible Value 1 in Text Structure Subscale of Reading - Multiple
Plausible Value 2 in Text Structure Subscale of Reading - Multiple
Plausible Value 3 in Text Structure Subscale of Reading - Multiple
Plausible Value 4 in Text Structure Subscale of Reading - Multiple
Plausible Value 5 in Text Structure Subscale of Reading - Multiple
Plausible Value 6 in Text Structure Subscale of Reading - Multiple
Plausible Value 7 in Text Structure Subscale of Reading - Multiple
Plausible Value 8 in Text Structure Subscale of Reading - Multiple
Plausible Value 9 in Text Structure Subscale of Reading - Multiple
Plausible Value 10 in Text Structure Subscale of Reading - Multiple
Senate Weight (sum of 5000 per country)