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1.
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
2.
Xavier Pons 《European Journal of Education》2017,52(2):131-144
This article provides a literature review on the effects of the OECD's Programme for International Student Assessment (PISA) on education governance and policy process across participating countries. This review seemed necessary because there has been a growing body of literature on this topic since 2003, especially since 2010, because this literature is not always well‐known and because the discourse on the so‐called ‘PISA shock’ remains important, even if it is more of a metaphor than a concept and may be politically partial. The article exploits a dataset of 87 references which show that PISA introduced major changes in the governance of education worldwide. Driven by soft power strategies and new policy transfers, this governance is based on data and measurement tools which redefine the scales of education policies. It also shows that PISA has a strong influence on a variety of national reforms, as illustrated in many case studies. However, this influence strongly depends on domestic policy contexts that scholars intended to capture through different theoretical frameworks. Nonetheless, few propose overarching theorisations of the political meaning of PISA effects on education governance and policy processes. The article concludes by stressing three main challenges for the subsequent studies on these PISA effects: better conceptualising these effects, preserving an epistemology of uncertainty in order to avoid taken for granted views and normalising the research on PISA effects not to perpetually and artificially rediscover its so‐called novelty. 相似文献
3.
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
4.
This paper empirically documents media portrayals of Australia’s performance on the Program for the International Student Assessment (PISA), 2000–2014. We analyse newspaper articles from two national and eight metropolitan newspapers. This analysis demonstrates increased media coverage of PISA over the period in question. Our research data were analysed using ‘framing theory’, documenting how the media frames stories about Australia’s performance on PISA. Three frames were identified: counts and comparisons; criticisms; and contexts. Most of the media coverage (41%) was concerned with the first frame, counts and comparisons, which analysed PISA data to provide ‘evidence’ that was then used to comparatively position Australia against other countries, reference societies, which do better, with particular emphasis on Finland and also Shanghai after the 2009 PISA. The other two frames dealt with criticisms and contextual issues. This paper only focuses on the first frame. The analysis demonstrates the ways in which media coverage of Australia’s PISA performance has had policy impact. 相似文献
5.
Laura C. Engel Matthew O. Frizzell 《Discourse: Studies in the Cultural Politics of Education》2015,36(5):665-682
Participation in the Organization for Economic Co-operation and Development's (OECD) Program for International Student Assessment (PISA) has continuously expanded: from 43 systems in 2000 to 65 systems in the 2012 cycle, with 71 signed up for PISA 2015. There also has been a growth in sub-national participation, expanding PISA's reach beyond the nation-state. This paper explores sub-national PISA participation in Canada and the USA, asking how PISA is being used within sub-national education policy spaces. We draw on analysis of documents and data from interviews with officials at sub-national, national, and international levels. Findings illustrate some of the diverse motivations and uses of PISA, providing insights into the effects of PISA at the sub-national scale. As such, we argue that competitive comparison in education has deepened through the enhanced granularity of international large-scale assessment data to new scales beyond the nation-state. 相似文献
6.
Ireneusz Białecki Maciej Jakubowski Jerzy Wiśniewski 《European Journal of Education》2017,52(2):167-174
The impact of the PISA study on Polish education policy has been significant, but probably different from any other country. Poland has not experienced the so‐called ‘PISA shock’, but its education system has been benefiting considerably from PISA. For experts and policy makers, it has been a useful and reliable instrument that has made it possible to measure the effects of consecutive reforms of the school education system. Moreover, PISA and other international studies have influenced the perception of education policy in Poland. The latter has shifted from an ideology‐driven, centralised policy to an evidence‐informed policy, developed with the involvement of multiple stakeholders, although this has mostly affected the thinking of experts and policy makers rather than the general public. The new government (in power from 2015), following public opinion polls, has reversed most of the previous education reforms, eliminating lower secondary schools introduced in 1999. 相似文献
7.
在教育全球化时代,地方化因素对于一个国家是否成为教育改革的参考标准依然重要。澳大利亚和韩国两国媒体对亚洲国家和地区PISA成功的描述与话语讨论因国情不同而表现出各自的特点,进而影响着政策借鉴是否可以以及如何发生。基于对澳大利亚与韩国媒体对PISA结果报道的比较后发现,对亚洲教育的刻板印象、国家间的经济关系、潜在参考国家和地区在PISA排名表中相对排名的变化等三大因素影响着一个国家对这些国家或地区"最优教育系统"的政策借鉴。 相似文献
8.
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
9.
Assessing the quality and equality of Hong Kong basic education results from PISA 2000+ to PISA 2006
Esther Sui-Chu Ho 《Frontiers of Education in China》2010,5(2):238-257
This paper seeks to examine the quality and equality of basic education of Hong Kong based on the first three cycles of the
Program for International Student Assessment (PISA). Results from these three assessments suggested that the Hong Kong students
have an outstanding performance in mathematics, science and reading. In particular, the performance of reading improves substantially
in PISA 2006. As far as equality in education is concerned, the achievement gap of students from different socio-economic
backgrounds in Hong Kong is relatively small compared with other countries. However, the academic performance variation between-schools
suggest that, there is still academic segregation among secondary schools in Hong Kong although it has been reduced slightly
in the PISA 2006. 相似文献
10.
The media analysis is situated in the larger body of studies that explore the varied reasons why different policy actors advocate for international large-scale student assessments (ILSAs) and adds to the research on the fast advance of the global education industry. The analysis of The Economist, Financial Times, and Wall Street Journal covers publications on ‘PISA’, ‘TIMSS’, and related search items over the period 1996–2016. The three media outlets vary in terms of ILSA reporting. The Economist and Financial Times tend to focus on PISA, whereas the Wall Street Journal pays greater attention to TIMSS than PISA. The content analysis of 59 articles yields interesting results about how the business-oriented readership of the three media outlets frames public education and why it sees education as a profitable business opportunity. The three most common narratives, reflecting the business logic, are the following: (i) public education is in crisis; (ii) there is no correlation between spending and education outcome; and (iii) school accountability, teacher performance, and decentralisation represent the most effective policies to improve the quality of education. Drawing on these three common narratives, the financial media outlets present a particular vision of how to improve education; a vision in which the private sector is supposed to play a major role. 相似文献
11.
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
12.
International comparative testing, such as the OECD Programme for International Student Assessment (PISA), has considerable impact on policy-makers, the media and the general public. A central assumption underlying PISA is that global variation in students’ academic performance is attributable to national educational structures and policies. The aim of this article is to demonstrate the problematic nature of this assumption. Rather than critiquing it from the outside, we turn the tools, data and presumptions of the current discourse of international comparisons upon themselves, showing that this assumption is refuted by analysis of immigrant student test scores. Data from the PISA 2009 tests show that Chinese immigrant students in New Zealand and Australia achieve math scores that are more similar to those of students in Shanghai than to their non-immigrant Australian and New Zealand peers. Thus, cultural background appears to be more consequential for the educational attainment of Chinese immigrant students than exposure to the educational systems of Australia or New Zealand. We discuss limitations of our analysis, using them as basis to discuss the shortcomings of PISA more generally. 相似文献
13.
Although originally created for economic purposes, the Organisation for Economic Co-Operation and Development (OECD) has increasingly gained weight in education policy in recent years and is now regarded as an international authority in the field, particularly through its ‘Programme for International Student Assessment’ (PISA), which was highly esteemed in many countries and enabled diverse domestic education reforms. OECD derived a variety of policy recommendations from the PISA results. However, which of these were implemented at the national level and how OECD was able to achieve an impact on its member states have not yet been analysed in sufficient depth. To answer these questions, we analyse which OECD recommendations were reflected in Switzerland and the US. As their reception differs across countries, we assess under which conditions policy convergence towards the OECD ‘model’ took place. Then we elaborate on the governance mechanisms that caused policy convergence. We show that in Switzerland PISA's platform for transnational communication enabled policy learning at the expert level, thus leading to a rather high degree of policy convergence. This was not the case in the US, where PISA was regarded only as one of many studies assessing the performance of education systems. 相似文献
14.
专业视野中的PISA 总被引：6，自引：0，他引：6
近来,国际学生评估项目(PISA)备受国内外关注。PISA项目缘于发达国家对基础教育质量的反思,是一项以改善教育政策为导向的跨国测试研究。本文解读了PISA测试独创的素养及其内涵结构,探究了PISA研究试图解释的学生素养形成与学生个人参与及学习策略间的关系,分析了PISA研究试图发现的学生素养与家庭影响、学校均衡、教育公平的关系。本文认为,公平而卓越正在成为发达国家和国际组织衡量基础教育质量的新尺度;多维度、多学科、重数据与国际参照已经成为教育研究与教育评价的重要发展方向;教育政策的制定应该建立在研究、数据和证据的基础上。 相似文献
15.
Xiang Qi 《Frontiers of Education in China》2017,12(4):445-467
This paper is aimed at exploring distinctive features of the decentralization of basic education in Shanghai by drawing on data from Shanghai Program for International Students Assessment (PISA) 2012. While doing the research for this paper, the author found that from a policy perspective, Shanghai had launched a reform policy aimed at transforming the highly centralized education system. This included a devolution of the decision-making authority to local departments of education and a reduction of control over schools. Private school policies were also initiated with the understanding that private schools ought to enjoy autonomy in almost every aspect of decision-making. From the perspective of practice, decentralization of basic education could be categorized as county-based school decentralization. In such a situation, the county bureaus of education wielded decision-making authority over a number of areas in the public school sector, while gradually devolving some decision-making authority to the public schools themselves; and the private schools enjoyed autonomy within their major decision-making areas. Given both the policy and practice of the decentralization of basic education in Shanghai, some suggestions are provided regarding: (1) how to promote school decentralization, and (2) how to balance it with accountability. 相似文献
16.
The ranking of the United States in major international tests such as the Progress in International Reading Literacy Study (PIRLS), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) is used as the driving force and rationale for the current educational reforms in the United States. Through current reforms, the United States is preparing to “race to the top” of the international rankings. However, using international test results as the ultimate indicator of a country's educational achievement might not be an appropriate measure. Additionally, replicating some aspects of high-achieving countries’ education systems or standards may not guarantee success for U.S. public schools. In this article, four reasons are presented explaining why there is no guaranteed success in comparing the United States to other countries’ educational standards and to their achievement in international tests. In order to successfully implement reforms in U.S. public schools, educational leaders and reformers should carefully consider the four points discussed in this article and use tests to inform their reforms, rather than to create uniformity. 相似文献
17.
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
18.
Steven Lewis 《比较教育学》2017,53(4):518-537
This paper examines the development and administration of Programme for International Student Assessment (PISA) for Schools – a new testing instrument of the Organisation for Economic Cooperation and Development – to demonstrate the relevance of heterarchical processes to educational governance. Drawing suggestively across new ‘relational’ thinking around policy networks, and new spatialities associated with globalisation, the research shows how PISA for Schools helps constitute new spaces and relations of, and for, educational governance. Informed by policy documents and interviews conducted with 33 key actors across the PISA for Schools policy cycle, I show how PISA for Schools typifies contemporary educational policy-making and governance via the export of ‘statework’ to private actors and agencies, including intergovernmental organisations, philanthropic foundations and edu-businesses. I conclude by considering how treating PISA for Schools, and other similar education services, as a ‘product’ produces a potentially dangerous blurring of public and private benefits, with the potential that (private) profit might ultimately trump (public) education. 相似文献
19.
The introduced policy of “synchronized enrollment of public and private schools” has once again triggered the debate on the effectiveness of public and private schools. Based on the data of the Program for International Student Assessment (PISA) 2018 from four Chinese provinces and municipalities, this paper explores whether private schools gain a relative advantage in student academic performance through student “screening” or academic “meritocracy,” through a hierarchical linear model (HLM) and an empirical test of the propensity score matching (PSM). It has been found that the academic performance of students in private schools is significantly better than that in public schools. But with background, metacognitive ability, and learning hours of students in private schools controlled for, such academic performance is not significantly superior, suggesting that private schools rely heavily on student “screening” to achieve a relative advantage in student academic performance. This finding has also verified the scientific nature of the above policy. 相似文献
20.
创造性思维是人类发展所需的必要能力,可以帮助人们适应不断变化的世界和应对充满挑战的未来。经济合作与发展组织确定在PISA 2021中增加对创造性思维能力的评估,其发布的《PISA 2021创造性思维评估框架草案(第三版)》明确阐述了创造性思维的内涵、表现形式和促成因素,以系统的通用框架、科学简易的"三维度四领域"能力模型向公众提供了一个操作性强的评估系统。通过此次评估,各参与国家和地区可获得学生创造性思维能力的可比数据,为未来教育政策的制定和教育实践的改进提供支持。基于PISA的经验,为了更好地评估和培养学生的创造性思维,我国可借鉴创造性思维能力模型,细化学科核心素养的考查;构建创造性课堂,加强学校创新氛围的建设;在课堂教学中以真实情境和实际问题为载体,培育和评价学生的创造性思维。 相似文献