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The purpose of this study is to investigate item characteristics that may differentially affect PISA 2015 science performance of students in lower, middle, or upper SES groups in Turkey. The Profile Analysis was used in the study. Results revealed response format and knowledge aspect of PISA 2015 science items as the two main characteristics which might lead differential performance among students from different SES background. Constructed response item format and procedural knowledge aspect have been detected as the weaknesses of low SES students, and multiple choice item format and content knowledge aspect have been detected as the weaknesses of high SES students in Turkey.

In this study, the mediating roles of perceived teacher support and students' mathematics self-beliefs on the feedback process were investigated in The Programme for International Student Assessment (PISA) context in Turkey. PISA 2012 mathematics scores and questionnaire responses of 4848 15-year-old students were analyzed. Results indicated that perceived feedback was positively related to math selfconcept and negatively related to math anxiety. The investigated indirect effects were partly confirmed: perceived feedback was indirectly related to students' mathematics achievement via perceived teacher support and math self-efficacy. Also, perceived feedback showed an indirect effect on students' mathematics achievement via math anxiety. However, the influences of perceived teacher support on math self-concept and anxiety, and the mediating role of math self-concept were not supported. The results suggest the importance of investigation of mediated effects of teachers' support and students' selfbeliefs between teachers' feedback and mathematics achievement. These relationships may help to understand how teacher's feedback influences mathematics achievement.