Policy Options for Turkey: A Critique of the Interpretation and Utilization of PISA Results in Turkey

Autor/inn/en	Gur, Bekir S.; Celik, Zafer; Ozoglu, Murat
Titel	Policy Options for Turkey: A Critique of the Interpretation and Utilization of PISA Results in Turkey
Quelle	In: Journal of Education Policy, 27 (2012) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2011.595509
Schlagwörter	Foreign Countries; Curriculum Development; Educational Quality; News Reporting; Educational Change; Educational Policy; Educational Testing; International Organizations; Government Publications; High Stakes Tests; Policy Analysis; Politics of Education; Discourse Analysis; Comparative Analysis; International Education; Test Interpretation; Test Use; Evaluation Utilization; Content Analysis; Policy Formation; Turkey; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Quality of education; Bildungsqualität; News report; Reportage; Bildungsreform; Politics of education; Bildungspolitik; International organisation; International organisations; International organization; Internationale Organisation; Politikfeldanalyse; Educational policy; Diskursanalyse; Internationale Erziehung; Test analysis; Testauswertung; Testanwendung; Inhaltsanalyse; Politische Betätigung; Türkei
Abstract	In this article we provide a critique of the interpretation and utilization of Programme for International Student Assessment (PISA) results by the National Education Authorities in Turkey. First, we define and explain what OECD's PISA is. Second, we make an overview of the media coverage in Turkey of the PISA 2003 and 2006 results. Third, we present the way in which Turkish officials have interpreted and used PISA 2003 and 2006 results. By examining the public documents, such as official reports or news bulletins published by the Ministry, we conclude that the educational authorities had already decided to proceed with reform of the old curriculum much before the PISA 2003 results were out, and they made use of the PISA 2003 results to justify the curriculum reform. Finally, by presenting the policy recommendations of Turkey's national reports and articles as well as the international organizations, such as the World Bank and OECD for the Turkey's educational system, we question the suitability of various policy recommendations developed for Turkey based on PISA results. Based on a comparative analysis of PISA, Third International Study on Mathematics and Science (TIMSS) and national exam results, the authors conclude that the issue of providing quality education should not be reduced only to the form and quality of the curriculum. (Contains 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10