Should Individual U.S. Schools Participate in PISA?

Autor/inn/en	Rutkowski, David; Rutkowski, Leslie; Plucker, Jonathan A.
Titel	Should Individual U.S. Schools Participate in PISA?
Quelle	In: Phi Delta Kappan, 96 (2015) 4, S.68-73 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721714561452
Schlagwörter	Participation; International Education; Comparative Testing; Comparative Education; Student Evaluation; Test Reliability; Test Validity; Educational Policy; Alternative Assessment; Testing Programs; Testing Problems; Change Strategies; Standardized Tests; Achievement Tests; Secondary School Students; United States + Suchen Sie Ihr Suchwort? Teilnahme; Internationale Erziehung; Vergleichende Erziehungswissenschaft; Schulnote; Studentische Bewertung; Testreliabilität; Testvalidität; Politics of education; Bildungspolitik; Lösungsstrategie; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; USA
Abstract	The OECD and its U.S. administrator, McGraw-Hill Education CTB, have recently concluded the first cycle of the OECD-Test for Schools in the U.S. This test is being marketed to local schools and is designed to compare 15-year-olds from individual participating schools against peers nationally and internationally using the OECD's PISA test as its foundation. This article discusses what PISA can and can't tell the United States about its education system and describes important aspects of the PISA design that educators should consider before participating in the school-based version of this international assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01