‌‌The Foreign Language Assessment (FLA) will be composed of:

• A test to assess foreign language proficiency
• A set of questionnaire modules for teachers, students, schools and parents as well as a system-level questionnaire to collect context and policy-relevant information

The assessment will include key language competencies that are needed to study and work in a globalised world. The first cycle will start with the assessment of English, which is the most commonly taught foreign language in schools around the world, and will focus on three skills:

The coverage of languages and skills may progressively widen in future cycles.

See also: Content of the assessment

The FLA aims to inform and improve language teaching by providing:

PISA 2025 FLA Framework

FULL VERSION: English, Spanish

BROCHURE: English, Spanish

- How 15-Year-Olds Learn English: Case Studies from Finland, Greece, Israel, the Netherlands and Portugal

• Webinar

- How language learning open doors

- What matters for language learning? : the questionnaire framework for the PISA 2025 Foreign Language Assessment 

In today’s global world, a large number of people need to reach some level of proficiency in more than one language to be able to communicate and interact with others. Globalisation, technological innovation and human migration flows have made interactions amongst people from different countries and cultures increasingly more important. 

Countries and economies are aware of these opportunities and are channelling efforts to foster the multiple benefits that come with learning foreign languages.

Foreign language skills are increasing their importance in curricula around the world and governments are keen to know if their efforts to promote foreign language teaching and learning are effective. Moreover, policy makers need evidence on the most effective policies and teaching approaches and methods used to provide students with the skills they will need in the future – and right now.  

Many actors have been involved in the development and implementation of the FLA, including representatives from governments of countries and economies participating in PISA, researchers, national and international experts, partners, and the OECD Secretariat.

• Government representatives are actively participating in the design of the assessment and framework, in the choice of the policy questions they expect the assessment to answer and in the design of the questionnaires through workshops, written feedback, and online meetings.

• Researchers and experts are providing inputs, advice and guidance throughout all the stages of the assessment design and development.
  
  
• The European Commission (EC) follows the development of the test closely, assisting with expertise built on previous work at EU level and the European Framework of Reference for Language Competences. The EC is also co-funding the development of the framework and the contextual questionnaires, the pilot of speaking and listening, country engagement, the preparation of the implementation, the preparation of a case studies publication in five countries the implementation, and the analysis and dissemination of results.

• The test is being developed in a partnership with Cambridge Assessment English.‌ 

• The OECD Secretariat has a coordinating role of all the above actors as well as with the PISA Technical Advisory Group (TAG) and the contractors for PISA 2025 who will be in charge of implementing the assessment.

Questions about the assessment? Contact Tue Halgreen or Catalina Covacevich

Education systems need evidence in three policy areas related with foreign language teaching and learning: