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119. PISA assessment items are arranged in units that share stimulus material. It is therefore
usually the case that all items in the same unit belong to the same context category. Exceptions do
arise; for example, stimulus material may be examined from a personal point of view in one item
and a societal point of view in another. When an item involves only mathematical constructs
without reference to the contextual elements of the unit within which it is located, it is allocated to
the context category of the unit. In the unusual case of a unit involving only mathematical
constructs and being without reference to any context outside of mathematics, the unit is assigned
to the scientific context category.
120. Using these context categories provides the basis for selecting a mix of item contexts and
ensures that the assessment reflects a broad range of uses of mathematics, ranging from
everyday personal uses to the scientific demands of global problems. Moreover, it is important that
each context category be populated with assessment items having a
broad range of item
difficulties. Given that the major purpose of these context categories is to challenge students in a
broad range of problem contexts, each category should contribute substantially to the
measurement of mathematical literacy. It should not be the case that the difficulty level of
assessment items representing one context category is systematically higher or lower than the
difficulty level of assessment items in another category.
121. In identifying contexts that may be relevant, it is critical to keep in mind that a purpose of the
assessment is to gauge the use of mathematical content knowledge and skills that students have
acquired by age 15. Contexts for assessment items, therefore, are selected in
light of relevance to
students’ interests and lives and the demands that will be placed upon them as they enter society
as constructive, engaged and reflective citizens. National Project Managers from countries
participating in the PISA survey are involved in judging the degree of such relevance.
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