Every third year a PISA study is conducted, through international measurements for member states of the OECD-organization. This aims to measure each country´s pupils by the ages of 15 years old. Its purpose is to examine how each member´s pupils perform in mathematics, reading comprehensions, sciences and problem solving. In this essay we intend to examine how the PISA studies were received as a creation of opinion and self-image.  This research follows up on selected actors in the media debate surrounding PISA as a tool of argument and means of discussion. The natural demarcation is made by actors; mostly from professional teachers, but also journalists, lectures, writers and school experts in the fields. Its purpose is to give a well-balanced and comprehensive picture of the PISA-debates. From a political standpoint the actors represent different positions of the spectrum. The study consists of a total of 10 actors. Between the years of 2004-2005 and 2016-2017 of the PISA 2003 and 2015. This paper will focus on the PISA studies that were done by the years of 2003 and 2015. By working with different PISA studies with a long span of time between them. This is done as a conscious strategy in favor of the comparative study. In this essay the conceptual changes between these two PISA studies will be examined and studied with a conceptual analysis.