The OECD Programme for International Student Assessment (PISA) provides a framework in which over 80 countries collaborate to build advanced global metrics to assess the knowledge, skills and character attributes of the students. The design of assessments poses major conceptual and technical challenges, as successful learning. Beyond a sound conceptual foundation, PISA needed to fulfil a range of sometimes competing demands. The school administrators, policymakers, and teachers need to be able to use this assessment information to determine how to create better opportunities for student learning. Assessments should also provide productive feedback, at appropriate levels of detail, to fuel improvement and accountability decisions at each level of the education systems. In fact, also to assess of reading, mathematics and science as key foundation skills, PISA is now progressively incorporating also some of the broader cognitive, social and emotional competencies.