International Large-Scale Assessments, Affective Worlds and Policy Impacts in Education

Autor/inn/en	Sellar, Sam; Lingard, Bob
Titel	International Large-Scale Assessments, Affective Worlds and Policy Impacts in Education
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 31 (2018) 5, S.367-381 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2018.1449982
Schlagwörter	Educational Policy; Global Approach; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Cross Cultural Studies; Mathematics Achievement; Educational Quality; Political Attitudes; Mass Media; Educational Change; Canada; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Globales Denken; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Cultural comparison; Kulturvergleich; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Quality of education; Bildungsqualität; Political attitude; Politische Einstellung; Massenmedien; Bildungsreform; Kanada; Australien
Abstract	This paper examines the impact of the Organisation for Economic Cooperation and Development's Programme for International Student Assessment (PISA) in two national policy contexts: Canada and Australia. Drawing on theories of globalisation and affect, the paper explores 'catalyst data' and its effects in these contexts to show how affective responses to mediations of PISA performance have become important levers for policy change. Two empirical cases of the role of data in the globalisation of schooling are discussed. The first case examines responses in Canada to the PISA 2012 results, which generated senses of anxiety among parents that coalesced into a view that Albertan schools faced a mathematics crisis. The second case interrogates how, since PISA 2009, a narrative about the declining quality of Australian schooling has become dominant in political discourse and in media representations. The paper compares and contrasts the affective effects of data across both contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01