共查询到19条相似文献，搜索用时 171 毫秒
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刘茂军 《韩山师范学院学报》2023,(1):86-93
国际大规模教育评估越来越受到世界各国的重视，成为衡量各国教育质量的重要手段。国际学生评估项目（PISA）在国际上的影响越来越大，对世界各国教育政策的影响日益深刻。加拿大一直积极参加PISA项目，PISA对加拿大基础教育政策产生了重要影响。其影响加拿大基础教育政策的方式有：通过媒体舆论影响教育政策话语实践，作为国际基准促进教育指标调整，引导评估从基于课程转向基于能力，通过相对排名验证教育政策的有效性，评估结果影响各省课程改革。其影响加拿大基础教育政策的基本特点包括：PISA对加拿大教育政策的影响在国家、省级层面共存，PISA结果证明加拿大教育政策的公平性，加拿大不会仅仅依据PISA结果对教育政策作出重大调整，加拿大教育政策对PISA的反应具有自身的特殊性。PISA已经成为全球教育政策制定的重要参考。 相似文献
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运用福柯关于规训技术的相关理论,借助经合组织发布的PISA政策文本,对PISA排名政治进行批判分析发现,PISA测试排名蕴藏着独特的政治学意涵.其具体表现为:将"复杂世界"转化为简单排名、用教育排名预示经济竞争力,以此建立排名转化关系,进而衡量参与国或地区学校质量和未来经济发展;开展连续多轮测试,由此形成各参与国或地区的纵向排名曲线,进一步产生了排名与自身及他国教育预期的比较、自身不同轮次排名的比较;呈现排名的相对"位置"、绝对"排位区间"以及"全貌",来描绘全体的横向排名图景.最终,经合组织将所有参与国或地区的教育置于一个全球监控的体系之中,进而施加其排名政治,逐步加深对全球教育的规训. 相似文献
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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
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PISA测试结果是影响参加国或地区调整教育政策的重要因素之一。这些影响主要包括公众对教育质量的关注及其形成的舆论压力,表现优异的参加国或地区可借鉴的成功经验等。研究发现,基于PISA测试结果的教育政策调整类型主要有四种:政策深化型、政策变革型、政策调适型和政策效仿型。 相似文献
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PISA是由OECD主管的一项测量15周岁的学生在语言、数学和科学等方面素养的能力测试。PISA的测试工作每三年开展一次,测试范围涉及全世界多个国家和地区。2009年在PISA成绩单上,美国阅读成绩500分,低于排名第一的上海56分,科学成绩与上海相差73分,而数学成绩则更惨不忍睹,与上海拉开有113分,甚至低于OECD的平均分。于是,美国破天荒地开始关心那些在PISA测验中表现卓越的国家和地区的教育传统和政策。 相似文献
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"亚洲素养"是澳大利亚面向与融入亚洲重要的政策议题和政策术语.在亚洲世纪的到来对澳大利亚的发展战略抉择产生深远影响的背景下,亚洲教育基金会发布了《什么起作用》系列研究报告深入研究学校教育在培养"亚洲素养"公民中的重要角色,明确了学校培养"亚洲素养"所涉及的政策设置、教学方法创新、教师教育、国际合作及创建亚洲素养需求等关键要素,为学校教育培养"亚洲素养"提供了行动框架.这一框架反映了澳大利亚增强对亚洲的认知与理解、构建澳大利亚与亚洲关系的重要教育策略. 相似文献
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<正>当今享誉教育界的"世界杯"——著名的"国际学生评估项目"(Programme for International Student Assessment,简称PISA)围绕着素养(literacy)这一关键词对各参与国家或地区的教育成效进行评估与比较.PISA测评关注的"素养"是指学生是否准备好去应对未来的挑战,是否具有有效地分析推理和交流自己的思想观点以及终身学习的能力,同时强调在真实生活情境中考察学生运用知识和思维能力的表现,以反映学生面对未来生活与学习能力的状态. 相似文献
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The article compares how the success of the ‘Asian Tiger’ countries in PISA, especially PISA 2009, was depicted in the media discussion in Australia, Germany and South Korea. It argues that even in the times of today's ‘globalised education policy field’, local factors are important in determining whether or not a country becomes a reference society for educational reform. The article aims to uncover some of these factors, identifying the globally disseminated stereotypes about Asian education, economic relations and the sense of ‘crisis’ induced through the relative position and change of position in PISA league tables in the countries in question. 相似文献
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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
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One of the overarching goals of international large-scale assessments (ILSA) is to inform public discourse about the quality of education in different countries. To fulfil this function, the Organisation for Economic Co-operation and Development (OECD), for example, raises awareness of the Program for International Student Assessment (PISA) results through different forms of traditional and social media (e.g. press releases and other activities under the slogan PISA Day). Scholars have responded to the rapid growth of ILSA by examining public discourse through newspaper articles, policy documents, and other outlets. However, we know very little about whether and to what extent the general public is actually affected by PISA results. In order to address this gap, this study uses data regarding public trust in education from the 2011 wave of the International Social Survey Program (ISSP). Drawing on survey data from 30 countries and Hierarchical Linear Models (HLM), the study shows that PISA rankings have a significant effect on public perceptions. We find that in high performing countries the general public expresses higher levels of confidence in the education system. We discuss these patterns in the context of growing politicisation of education policy making and the use of ILSA as evidence. 相似文献
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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
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John Jerrim 《牛津教育评论》2013,39(3):310-333
A small group of high-performing East Asian economies dominate the top of the Programme for International Student Assessment (PISA) rankings. This has caught the attention of Western policymakers, who want to know why East Asian children obtain such high PISA scores, and what can be done to replicate their success. In this paper I investigate whether children of East Asian descent, who were born and raised in a Western country (Australia), also score highly on the PISA test. I then explore whether their superior performance (relative to children of Australian heritage) can be explained by reasons often given for East Asian students’ extraordinary educational achievements. My results suggest that second-generation East Asian immigrants outperform their native Australian peers by approximately 100 test points. Moreover, the magnitude of this achievement gap has increased substantially over the last ten years. Yet there is no ‘silver bullet’ that can explain why East Asian children obtain such high levels of academic achievement. Rather a combination of factors, each making their own independent contribution, seem to be at play. Consequently, I warn Western policymakers that it may only be possible to catch the leading East Asian economies in the PISA rankings with widespread cultural change. 相似文献
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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
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Jo-Anne Baird Sandra Johnson Therese N. Hopfenbeck Talia Isaacs Terra Sprague Gordon Stobart 《Educational research; a review for teachers and all concerned with progress in education》2016,58(2):121-138
AbstractBackground: PISA results appear to have a large impact upon government policy. The phenomenon is growing, with more countries taking part in PISA testing and politicians pointing to PISA results as reasons for their reforms.Purpose: The aims of this research were to depict the policy reactions to PISA across a number of jurisdictions, to see whether they exhibited similar patterns and whether the same reforms were evident.Sources of evidence: We investigated policy and media reactions to the 2009 and 2012 PISA results in six cases: Canada, China (Shanghai), England, France, Norway and Switzerland. Cases were selected to contrast high-performing jurisdictions (Canada, China) with average performers (England, France, Norway and Switzerland). Countries that had already been well reported on in the literature were excluded (Finland, Germany). Design and methods: Policy documents, media reports and academic articles in English, French, Mandarin and Norwegian relating to each of the cases were critically evaluated.Results: A policy reaction of ‘scandalisation’ was evident in four of the six cases; a technique used to motivate change. Five of the six cases showed ‘standards-based reforms’ and two had reforms in line with the ‘ideal-governance’ model. However, these are categorisations: the actual reforms had significant differences across countries. There are chronological problems with the notion that PISA results were causal with regard to policy in some instances. Countries with similar PISA results responded with different policies, reflecting their differing cultural and historical education system trajectories.Conclusions: The connection between PISA results and policy is not always obvious. The supranational spell of PISA in policy is in the way that PISA results are used as a magic wand in political rhetoric, as though they conjure particular policy choices. This serves as a distraction from the ideological basis for reforms. The same PISA results could motivate a range of different policy solutions. 相似文献
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Using the PISA 2015 releases in Norway and England, this article explores how PISA has been presented in the media and how the policy level has responded to the results. England will be used as an example for comparison. The article presents early media responses from the 20 most circulated daily newspapers in the two countries and discusses them in relation both to the national PISA reports in Norway and England, as well as the international report of the OECD. The media responses are further interpreted in light of previous research in both countries, with a particular focus upon Norway, where previous Ministers of Education have been interviewed about assessment policy and education reforms. 相似文献
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This study explores the multidimensionality of engagements with international large-scale standardised assessments (ILSAs). The objective is to understand how different policy actors—government, media, and citizens—rationalise, report, and perceive China’s PISA participation. First, government archive analysis traces a decade of documents (2005–2015), and the findings show that Shanghai’s initial participation in PISA was rationalised as a policy experiment for learning Western ideas of education governance. Second, media content analysis of two major news outlets indicates that media framing of PISA participation was strategic on timing, intensity, and tone. Third, a public opinion survey yields results which show that low public knowledge of Shanghai’s PISA participation in 2012 is prevalent. Drawing on these findings, this study investigates how the ILSA movement, exemplified by PISA, engages different levels of stakeholders in China. 相似文献