Piloting PISA for Development to Success: An Analysis of Its Findings, Framework and Recommendations

Autor/inn/en	Auld, Euan; Xiaomin, Li; Morris, Paul
Titel	Piloting PISA for Development to Success: An Analysis of Its Findings, Framework and Recommendations
Quelle	In: Compare: A Journal of Comparative and International Education, 52 (2022) 7, S.1145-1169 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1852914
Schlagwörter	International Assessment; Foreign Countries; Secondary School Students; Achievement Tests; Developing Nations; Politics of Education; Program Evaluation; Sustainable Development; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Developing country; Developing countries; Entwicklungsland; Educational policy; Bildungspolitik; Programme evaluation; Programmevaluation; Nachhaltige Entwicklung
Abstract	In 2018 the OECD published the findings of its PISA for Development (PISA-D) pilot project which was undertaken to make the regular PISA framework more accessible and relevant to low- and middle-income nations. This would encourage such nations to join PISA as part of the OECD's Learning Framework 2030 and provide them with 'contextualised' policy recommendations. In 2019 the OECD declared the project a success. We analyse and compare the PISA-D reports as well as its portrayal as a success. We suggest that, whilst PISA-D clearly made technical adjustments relating to the longstanding challenges which face low-income nations engaging in comparative assessments it replicates rather than addresses those challenges. Drawing on literature on organisational legitimacy and the politics of expertise, we interpret the PISA-D pilot as a political strategy primarily deployed to legitimate and extend rather than evaluate the project. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01