'In Numbers We Trust': Statistical Data as Governing Technologies in the Era of Student Achievement and School Accountability

Autor/in	Kim, Jonghun
Titel	'In Numbers We Trust': Statistical Data as Governing Technologies in the Era of Student Achievement and School Accountability
Quelle	In: Educational Philosophy and Theory, 54 (2022) 9, S.1442-1452 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Jonghun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1920394
Schlagwörter	Statistical Data; Governance; Academic Achievement; Accountability; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Politics of Education; Comparative Analysis; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schulleistung; Verantwortung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler
Abstract	This study examines the Programme for International Student Assessment (PISA), one of the most influential tools of global education reform discourses in the 21st century. The study focuses on the governing role of statistical data in the discourse constructed by the international comparative assessment, referring to the global educational governance of the OECD. Disturbingly, the systematic collection and distribution of data does not merely quantify student achievement. Rather, students and participating countries are also qualified and classified. Here, OECD's PISA statistics act as a governing technology enabling the comparisons; through PISA's statistics, the OECD has largely fostered the test-driven education reform trends worldwide. In this study, statistical data are examined as political instruments visualizing intangible concepts, constructing definitions of good practice and improvement, and fabricating the individuals whose knowledge and skills are normalized. In conclusion, it is necessary to rethink the new sociopolitical instrument -- PISA's statistics -- not as a master rationale to reform the educational system of each country, but as a mere reference point based on the system's distinctiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01