The article examines the conceptual foundations of the Programme for International Student Assessment (PISA), focusing on the formation and development of its assessment framework. It analyzes the historical stages in the evolution of the PISA concept, its alignment with national and international education policies, and the role of the Organisation for Economic Co-operation and Development (OECD) as the key institution responsible for developing and coordinating the programme. In addition, the article highlights critical perspectives on the PISA assessment framework and discusses its methodological and conceptual limitations.