PISA: Mission Failure -- With so Much Evidence from Student Testing, Why Do Education Systems Continue to Struggle?

Autor/in	Gomendio, Montse
Titel	PISA: Mission Failure -- With so Much Evidence from Student Testing, Why Do Education Systems Continue to Struggle?
Quelle	In: Education Next, 23 (2023) 2, S.16-22 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Student Evaluation; Outcomes of Education; International Organizations; Politics of Education; Educational Policy; Spain; Latin America; Finland; Germany; Asia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Schulnote; Studentische Bewertung; Lernleistung; Schulerfolg; International organisation; International organisations; International organization; Internationale Organisation; Educational policy; Bildungspolitik; Politics of education; Spanien; Lateinamerika; Finnland; Deutschland; Asien
Abstract	Since 2000, the Programme for International Student Assessment, or PISA, has tested 15-years-olds throughout the world in reading, math, and science. Developed by the Organization for Economic Cooperation and Development, or OECD, and administered every three years, PISA is designed to yield evidence for governments on which education policies deliver better learning outcomes as students approach the end of secondary school. From the first cycle (2000) to the last (2018), the number of participating countries increased from 32 to 79, owing largely to the addition of many low- and middle-income countries. At this point the OECD asserted that "PISA has become the world's premier yardstick for evaluating the quality, equity and efficiency of school systems, and an influential force for education reform." And yet, according to PISA's own data, after almost two decades of testing, student outcomes have not improved overall in OECD nations or most other participating countries. Even so, PISA's failure to achieve its mission has led to some blame games. In an effort to explain the flatness of student outcomes over PISA's lifetime, the OECD asserted in a report on the 2018 test results that PISA "has helped policy makers lower the cost of political action by backing difficult decisions with evidence--but it has also raised the political cost of inaction by exposing areas where policy and practice are unsatisfactory." The OECD was essentially pointing the finger at its own members and other countries participating in PISA, accusing them of not following PISA's policy advice. This finger pointing is based on two assumptions: first and foremost, that PISA policy recommendations are sound, and second, that the evidence provided by PISA data is itself enough to reduce the political costs associated with implementing education reforms. Both assumptions are seriously flawed. (ERIC).
Anmerkungen	Education Next Institute, Inc. Harvard Kennedy School, Taubman 310, 79 JFK Street, Cambridge, MA 02138; Fax: 617-496–4428; e-mail: Education_Next@hks.harvard.edu; Web site: https://www.educationnext.org/the-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01