PISA: A Political Project and a Research Agenda

Autor/inn/en	Sjøberg, Svein; Jenkins, Edgar
Titel	PISA: A Political Project and a Research Agenda
Quelle	In: Studies in Science Education, 58 (2022) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sjøberg, Svein)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7267
DOI	10.1080/03057267.2020.1824473
Schlagwörter	Science Curriculum; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Comparative Education; Educational Policy; Political Attitudes; Economic Factors; Ideology; Test Results; Scores; Science Tests; Science Achievement; Student Attitudes; Scientific Attitudes; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Vergleichende Erziehungswissenschaft; Politics of education; Bildungspolitik; Political attitude; Politische Einstellung; Ökonomischer Faktor; Ideologie; Schülerverhalten
Abstract	PISA (Programme for International Student Assessment) is one of two large scale international comparative projects of student assessment that now exert considerable influence upon school science education policy, the other being TIMSS (Trends in International Mathematics and Science Study). This paper focuses on PISA, now the most influential study. This article outlines the origins of PISA, identifies some of the challenges in its construction and the claims made for it. It argues that while the statistical and methodological aspects of PISA have received much research attention, other elements of PISA have been largely ignored. In particular, there are several outcomes of PISA testing that point towards a significant research agenda. In addition, the political, ideological and economic assumptions underpinning the PISA project have implications for school science curriculum policy that deserve closer scrutiny and debate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01