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1.
Setting international benchmarks for education systems of the Organisation for Economic Co-operation and Development (OECD) countries is one of the goals of the OECD's Programme for International Student Assessment (PISA). However, some countries are not able to participate in PISA, despite their desire to set international benchmarks for their education systems. This article presents a method of setting international benchmarks for a country's school education system, without necessarily participating in PISA, by designing a test using the test items released by PISA for public consumption. The method has been implemented in a study that involved 1,500 Grade 10 students across 60 schools in Bhutan. The students were administered a mathematics test constructed from the PISA Mathematical Literacy test items. The study showed that the performance of Bhutanese students was comparable with the performance of the students from the countries that participated in PISA 2003 and that Bhutan could learn from both high- and low-performing school education systems of those countries. 相似文献
2.
This paper examines the expansion of the OECD's Programme for International Student Assessment (PISA) and associated growth in the influence of the OECD's education work. PISA has become one of the OECD's most successful ‘products’ and has both strengthened the role of the Directorate for Education within the organization and enhanced the significance of the organization in education globally. We provide an overview of the OECD, including organizational changes in response to globalization and the changing place of the Directorate for Education within the organization, particularly with the development of PISA in the late 1990s. We show how the OECD is expanding PISA by broadening the scope of what is measured; increasing the scale of the assessment to cover more countries, systems and schools; and enhancing its explanatory power to provide policy‐makers with better information. The OECD has also developed the Programme for International Assessment of Adult Competencies (PIAAC) and PISA‐based Tests for Schools, which draw on the PISA template to extend the influence of its education work to new sites. The paper draws on data from 33 interviews with past and present personnel from the OECD, the International Association for the Evaluation of Educational Achievement (IEA) and the English and Australian education systems, as well as analysis of relevant OECD documents. We argue that PISA, and the OECD's education work more broadly, has facilitated new epistemological and infrastructural modes of global governance for the OECD in education. 相似文献
3.
国际评估成为近些年国际组织涉足教育领域的主要方式.由OECD发起的PISA项目成为近些年国际学生水平测试的先锋,参与成员从起始年份2000年的43个增长到2015年的72个.与此同时,PISA的覆盖范围已不仅局限于国家,地方参与的热情随之高涨,成为PISA参与的新趋势.由于PISA主要通过评估学生的知识和能力以衡量国家教育体系的质量,所以它成为各国制定教育政策与方针的"知识库".这也标志着OECD对国家教育体系质量评估话语体系的建立.为了使其教育影响深刻而持续,OECD通过多种途径建构自身在全球教育治理过程的行动框架并逐步使其合法化,主要包括:建构教育危机,以经济增长为改革方向;建立高效能参照系统,为改革建立标准;批判其对立观点. 相似文献
4.
Alejandro Tiana Ferrer 《European Journal of Education》2017,52(2):184-191
PISA, which was launched by OECD, is one of the most significant and successful initiatives on which education systems have recently collectively embarked. However, although it is a well‐coordinated international programme, its reception differs according to country. There is therefore a need to analyse specific national circumstances in order to gain a deeper understanding of the undertaking as a whole. This article specifically considers Spain's participation in PISA and focuses on a number of aspects: a) the expectations created when it joined the programme, in parallel to the implementation of its own national education evaluation system; b) the impact PISA has had, both in the media and in political and discursive spheres; and c) the technical and scientific debates generated in Spanish academic media. Finally, it is argued that, in the last few years, PISA has met with a certain disenchantment among specialists and the public opinion because of its limitations as a ranking tool, the difficulty in explaining its findings, and its inability to prescribe education policies that are suitable for very different contexts. 相似文献
5.
Luís Miguel Carvalho Estela Costa 《Discourse: Studies in the Cultural Politics of Education》2015,36(5):638-646
The paper addresses the Organization for Economic Cooperation and Development's Program for International Student Assessment (PISA) as a public policy instrument, whose worldwide circulation is mediated by processes of reinterpretation, negotiation, and re-contextualization, where national, local, and international agencies intertwine. It is focused on the active reception of PISA in six European spaces (Francophone Belgium, France, Hungary, Portugal, Romania, and Scotland) along its first three cycles. The paper identifies two contrasting developments: the Program's divergent uses and its attractiveness in different social worlds. The paper gives particular attention to what is called the ‘update of reference societies’ in the context of national receptions of PISA. These ‘updates’ are analyzed as part of a composite process that involves domestic reasons, either related to current agendas for education or to deep historical factors, and injunctions related to PISA's rationale and PISA objects. 相似文献
6.
Looking East: Shanghai,PISA 2009 and the reconstitution of reference societies in the global education policy field 总被引：1，自引：1，他引：0
This paper examines the outstanding performance of Shanghai, China on PISA 2009 and its effects on other national systems and within the global education policy field. The OECD's PISA is helping to create this field by constituting the globe as a commensurate space of school system performance. The effects of Shanghai's success are considered in three other national contexts: the USA, England and Australia. We combine (a) analysis of data from more than 30 research interviews with senior policy actors at the OECD, the IEA and within Australia and England; and (b) document analysis of policy speeches, commissioned research reports and media coverage from the three national contexts. Shanghai's performance in PISA 2009 produced a global ‘PISA-shock’ that has repositioned this system as a significant new ‘reference society’, shifting the global gaze in education from Finland to the ‘East’ at the beginning of the so-called ‘Asian century’. 相似文献
7.
Alain Michel 《European Journal of Education》2017,52(2):206-216
The international comparative studies on students’ outcomes have initiated analyses that have had a growing influence on national and sub‐national education policies in industrialised and developing countries. It is particularly the case of the OECD's Programme for International Student Assessment (PISA) which started in 2000 and has organised surveys every 3 years, so that the 2015 survey was the 6th. Its influence has been particularly important for several reasons: 1) it assesses the basic competences in reading literacy, maths and science of 15 year‐olds students, i.e. around the end of compulsory education in many countries; 2) the assessment is based on a reliable methodology and the tests are completed by qualitative surveys and studies; 3) and the results lead to recommendations and are amplified by the media in most countries. However, it is not easy to evaluate the real impact of PISA because of the existence of other international studies such as IEA's TIMSS and, particularly in Europe, the influence of the recommendations and benchmarks of the EU that has been growing steadily in the last 25 years. Our analysis of the impact of PISA and EU policy focuses on the evolution of the education policy in France, but also studies its evolution in a few other European countries. Finally, we underline the limits of the influence of PISA and international standards in education towards a convergence of education systems because of the importance of their specific historic and cultural contexts. 相似文献
8.
As the field of education has become a highly internationalised policy field in the last decade, international organisations such as the OECD play an ever more decisive role in the dissemination of knowledge, monitoring of outcomes, and research in education policy. Although the OECD lacks any binding governance instruments to put coercion on States or to provide material incentive, it has successively expanded its competences in this field. OECD advanced its status as an expert organisation in the field of education mainly by designing and conducting the international comparative PISA study. With PISA, the OECD was able to greatly influence national education systems. Basically, States were faced with external advice based on sound empirical data that challenged existing domestic policies, politics, and ideas. One prominent case for the impact of PISA is Germany. PISA was a decisive watershed in German education policy‐making. Almost instantly after the PISA results were publicised in late 2001, a comprehensive education reform agenda was put forward in Germany. The experienced reform dynamic was highly surprising because the traditional German education system and politics were characterised by deep‐rooted historical legacies, many involved stakeholders at different levels, and reform‐hampering institutions. Hence, a backlog of grand education reforms have prevailed in Germany since the 1970s. The external pressure exerted by PISA completely changed that situation. 相似文献
9.
Camilla Addey 《Critical Studies in Education》2017,58(3):311-325
ABSTRACTSetting this paper against the backdrop of scholarly research on recent changes in the OECD’s approach and workings in education, I analyse how the OECD has reinforced its infrastructural and epistemological global governance through the Programme for International Student Assessment (PISA) for Development (PISA-D). Drawing on qualitative data, this paper makes three arguments. First, there has been a reinforced effort at the OECD to align national and international large-scale assessments; second, the OECD-ensured PISA-D was enhanced only in so far as it remained comparable with PISA, with a view to joining up lower- and middle-income data infrastructures with the global PISA infrastructure; and third, the OECD has bound together the aims of PISA, PISA-D, the Education and Skills Directorate, the Organisation’s Strategy on Development and the global education agenda (Sustainable Development Goals), thus strengthening its global education governance potential. With a note of concern, I suggest these recent changes in the OECD’s work in education may be spreading a very narrow framework of educational values, which does not sufficiently recognise the complexity of learning and teaching. 相似文献
10.
Leslie Rutkowski David Rutkowski Yuan-Ling Liaw 《Assessment in Education: Principles, Policy & Practice》2019,26(6):643-664
ABSTRACTModern international studies of educational achievement have grown in terms of participating educational systems. Accompanying this development is an increase in heterogeneity, as more and different kinds of educational systems take part. This growth has been particularly pronounced among low-performing, less economically developed systems. Although studies such as PISA have made modifications to account for increased diversity, the degree to which international assessments serve educational systems at the lower ends of the achievement continuum is understudied. We used modified Wright maps and PISA’s definition of proficiency to evaluate the fitness of PISA, especially among low performers. Our findings suggest that there is mismatch between some populations and PISA. Results from a simulation show that such disparities produced biased achievement estimates and correlations with policy relevant variables. Projected PISA growth and new instantiations of PISA, particularly geared toward developing educational systems, make these findings timely and especially relevant. 相似文献
11.
Ian Cantley 《Educational Philosophy and Theory》2013,45(12):1200-1215
Mathematics achievement in different education systems around the world is assessed periodically in the Programme for International Student Assessment (PISA). PISA is deemed to yield robust international comparisons of mathematical attainment that enable individual countries and regions to monitor the performance of their education systems relative to standards being achieved internationally, with a view to informing their mathematics education policy decisions. Initially, the role of PISA in instigating mathematics education policy borrowing is outlined using England as a case study, and some existing technical critiques of PISA are then reviewed. Following this, aspects of Ludwig Wittgenstein’s later philosophy of mind are used to reason that an over-reliance on the use of PISA to inform policy decisions in mathematics education may be problematic. It is suggested that, when PISA is viewed through a later Wittgensteinian lens, a potential deficiency in the underpinning psychometric model, pertaining to the inherent indeterminism in unmeasured mathematical abilities, may weaken PISA’s utility in guiding mathematics education policy decisions. It is concluded that, whilst PISA mathematics scores may give some indication of the mathematical proficiency of a nation’s students, caution is required before mathematics education policies are borrowed from other jurisdictions on the basis of PISA performance. Implications for the other PISA domains are also outlined. 相似文献
12.
Guri A. Nortvedt 《European Journal of Psychology of Education - EJPE》2018,33(3):427-444
This article addresses the policy implications of participation in international large-scale assessments (ILSAs), particularly the Programme for International Student Assessment (PISA), and the ways in which such implications might influence mathematics education. Taking Norway as a special case, this discussion focuses on insights into teaching, learning and assessment practices that can be inferred from the PISA study, and how participation in ILSAs has contributed to educational policy and even changed policymakers’ perspectives on schools, teachers and students. Following publication of the PISA 2000 results, Norway experienced a ‘PISA shock’, leading to the implementation of a national quality assessment system and national tests. In addition, changes were made to the mathematics curriculum for compulsory school and to mathematics teacher education. More recently, public debate has focused less on rank and league tables, shifting instead to the high number of low-achieving students and the low number of high achievers. Moreover, there has been little uptake of policy advice provided by the Organisation for Economic Co-operation and Development (OECD), which focuses on strengthening accountability measures. Furthermore, although the Norwegian educational system in the past decade has undergone a decentralisation process, the educational system still follows the Nordic model, which focuses on equity and ‘education for all’. Analyses of the Norwegian case indicate that policymaking takes place in highly cultural contexts, and that international studies might be used merely to validate existing policy directions. 相似文献
13.
Steven Lewis 《International Studies in Sociology of Education》2020,29(1-2):85-106
ABSTRACT This paper examines the Organisation for Economic Cooperation and Development’s (OECD) PISA for Schools, a local variant of the more-renowned ‘main PISA’ test that measures and compares individual school performance on reading, mathematics and science against international schooling systems. Here, I address the governance implications of how PISA for Schools data has been taken up by the transnational European Schools System (ESS). Drawing suggestively across new ‘relational’ thinking around data-driven modes of governance, as well as interviews with key policy actors within the ESS, I show how PISA for Schools reflects contradictory logics within the ESS, in which the inherently context-based goal of ‘becoming European’ is juxtaposed with the desire to employ decontextualised international evidence. I conclude by exploring how the perceived need for such data, associated with the global authority of the OECD, can produce a problematic focus on data-driven practices. 相似文献
14.
Philipp Knodel Kerstin Martens Dennis Niemann 《Globalisation, Societies & Education》2013,11(3):421-441
Education policy has undergone transformation in many countries over the last decade. In this article, we focus on the effects of the most significant international initiative in secondary education, which is the Organisation for Economic Co-operation and Development's (OECD) Programme for International Student Assessment (PISA). We analyse two countries that provide variation regarding the degree of change in their respective education policy-making due to this study; while Germany substantially reformed its education system in reaction to its mediocre PISA results, almost no change has been observed in England. As we show, alterations and shifts in ideas of education policy best account for such a change. 相似文献
15.
大规模教育质量的评价在很大程度上影响着国家和地区教育发展的走向。本文以PISA2006结果报告为中心,解析PISA对大规模教育质量和相关影响因素评价的理念和方法,为研究和开展我国大规模教育质量评价提供借鉴。 相似文献
16.
Raymond J. Adams 《牛津教育评论》2013,39(3):377-389
In his recent paper, 'Cautions on OECD's recent educational survey (PISA)' ( Oxford Review of Education , 29, 2), S.J. Prais questioned the outcomes of the Organisation for Economic Cooperation and Development's PISA survey of the reading, mathematics and science attainments of 15-year-olds. Prais suggested that methodological flaws in PISA had resulted in an apparent improvement in the attainment of British students--particularly when compared to their Swiss and German counterparts. This paper responds to Prais's criticisms, noting that when Prais's conjectures are tested with empirical data they are not supported. Further it is noted that many of Prais's criticisms are due to an incomplete understanding and knowledge of the methodology of international studies, and of PISA in particular. 相似文献
17.
Laura C. Engel 《欧洲教育》2013,45(2):100-116
This article presents findings from a recent study of the education policy uses and impact of international large-scale assessments, namely the Programme for International Student Assessment (PISA). The paper focuses on two overlapping dimensions of PISA’s education policy use in the context of Spain. These include political dimensions, such as the use of PISA to initiate and justify the 2012?2013 educational reforms; and technical dimensions, namely the use of PISA in the development of national-level indicators used to benchmark progress and guide education and curriculum reform. The study points to the growing dominance of PISA as a powerful policy tool. Findings from the paper add to the body of literature on the different ways in which international assessments are used to guide education policy within national spaces and the role of the OECD as an agent of transnational policy steering. 相似文献
18.
In 2013 Spain introduced a series of educational reforms explicitly inspired by the Programme for International Student Assessment (PISA) 2012 results. These reforms were mainly implemented in secondary education – based upon the assumption that this is where Spain's educational problems lie. This paper questions this assumption by attempting to identify the point where Spanish children fall behind young people in other developed countries. Specifically, by drawing data from multiple international assessments, we are able to explore how cross-national differences in reading skills change as children age. Consideration is given to both the average level of achievement and the evolution of educational inequalities. Our conclusion is that policy-makers have focused their efforts on the wrong part of the education system; educational achievement is low in Spain (and educational inequalities large) long before children enter secondary school. This study therefore serves as a note of caution against simplistic interpretation of the PISA rankings. 相似文献
19.
ABSTRACTThe year 2015 was significant for the arena of international development, as UNESCO’s Education for All agenda was replaced by Education 2030, which would identify minimum standards of education quality. The OECD had been working on extending its existing PISA assessment into low- and middle-income countries through PISA for Development (PISA-D) and positioned the new assessment as a means of tracking progress on the post-2015 goals. The organisation maintains that PISA-D was introduced primarily in response to the demands of the international community, especially low- and middle-income countries, and that the assessment was developed in partnership with them. This paper investigates those claims through an analysis of the arrival of PISA-D in Cambodia, situating the analysis within UNESCO’s shifting agenda and the strategic visions of the OECD and World Bank that first emerged in the 1990s. The result is a very different picture to the portrayals of local agency, demand, consensus and partnership that adorn the official websites and pamphlets of global agencies and much academic research, raising serious doubts about education governance post-2015. 相似文献