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Abstract
The study examined the impact of students’ absolute age-position at the time of testing by grade level and gender on their achieved level of mathematics, reading and science performance. An analysis was conducted based on a sample of 11,500 15-year-old pupils in the United Arab Emirates who participated in the OECD’s Programme for International Student Assessment (PISA) 2012 study. In support of an absolute age-position effect it was found that the youngest age-at-test student grouping demonstrated significantly lower levels of mathematics, reading and science performance than their older peers. It was also shown that grade level had a significant influence on the demonstration of functional knowledge by same-aged students. Lastly, the female students attained significantly higher levels of mathematics, reading and science performance than their male counterparts.