PISA in Spain: Expectations, Impact and Debate

Autor/in	Tiana Ferrer, Alejandro
Titel	PISA in Spain: Expectations, Impact and Debate
Quelle	In: European Journal of Education, 52 (2017) 2, S.184-191 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12214
Schlagwörter	Foreign Countries; Achievement Tests; Secondary School Students; International Assessment; Expectation; Educational Change; Educational Policy; Educational Attitudes; Specialists; Public Opinion; Reputation; Cultural Context; Role; Mass Media; Politics; Spain; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Expectancy; Erwartung; Bildungsreform; Politics of education; Bildungspolitik; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Öffentliche Meinung; Rollen; Massenmedien; Politik; Spanien
Abstract	PISA, which was launched by OECD, is one of the most significant and successful initiatives on which education systems have recently collectively embarked. However, although it is a well-coordinated international programme, its reception differs according to country. There is therefore a need to analyse specific national circumstances in order to gain a deeper understanding of the undertaking as a whole. This article specifically considers Spain's participation in PISA and focuses on a number of aspects: a) the expectations created when it joined the programme, in parallel to the implementation of its own national education evaluation system; b) the impact PISA has had, both in the media and in political and discursive spheres; and c) the technical and scientific debates generated in Spanish academic media. Finally, it is argued that, in the last few years, PISA has met with a certain disenchantment among specialists and the public opinion because of its limitations as a ranking tool, the difficulty in explaining its findings, and its inability to prescribe education policies that are suitable for very different contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01