This report presents the results of expert panels' item-by-item analysis of the 2015 PISA Reading Literacy and Mathematics Literacy assessments and compares study findings on PISA's representation of deeper learning with that of other related studies. Results indicate that about 11% to 14% of PISA's total raw score value for reading and mathematics literacy respectively are devoted to deeper learning, defined as items addressing depth of knowledge (DOK) Levels 3 or 4, based on Norman Webb's framework (Webb, Alt, Ely, & Vesperman, 2005). These levels are compared to those in the Common Core State Standards (CCSS) and in recent tests of the CCSS. Study results suggest the complexity of establishing deeper learning benchmarks. Five appendices are included: (1) Panelist Recruitment; (2) Panelist Biographies; (3) Review Panel Training and Data Collection; (4) Reading Literacy Analyses; and (5) Mathematics Literacy Analyses.