Rearticulating PISA

Autor/inn/en	Komatsu, Hikaru; Rappleye, Jeremy
Titel	Rearticulating PISA
Quelle	In: Globalisation, Societies and Education, 19 (2021) 2, S.245-258 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2021.1878014
Schlagwörter	Criticism; Achievement Tests; Secondary School Students; International Assessment; Foreign Countries; Futures (of Society); Global Approach; Data Analysis; World Views; Cultural Pluralism; Theory Practice Relationship; Educational Quality; Correlation; Indigenous Knowledge; Cross Cultural Studies; Adults; Elementary Secondary Education; Mathematics Tests; Science Achievement; Mathematics Achievement; Science Tests; Program for International Student Assessment; Program for the International Assessment of Adult Competencies (PIAAC); Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Kritik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Ausland; Future; Society; Zukunft; Globales Denken; Auswertung; World view; Weltanschauung; Kulturpluralismus; Theorie-Praxis-Beziehung; Quality of education; Bildungsqualität; Korrelation; Cultural comparison; Kulturvergleich; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The OECD's PISA exercise has by now been widely critiqued. Whilst we agree with most concerns, we begin with the assumption that PISA will remain an enduring and powerful feature of the global educational landscape. Even if the PISA test itself were discontinued, a similar large-scale quantitative assessment exercise would soon arise to take its place. As such, we focus herein on strategies for rearticulating ILSAs such as PISA: the creative use of data to shift the exercise away from dissemination of one dominant worldview towards the recognition of alternatives. To do this, we discuss the approach and findings from our recent papers, and then suggest future directions. Rather than mere accommodation, re-articulation underscores an approach to critique that is generative for theory and practice, one that extends of the horizon of possibility beyond culturally saturated notions of 'good' education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01