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doi:10.1111/ejed.2011.46.issue-4

Cited by 14 publications

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“…Even after countries are enrolled in the assessment network, their continued participation is not guaranteed, especially if the results do not show the country in a good light. For example, Colmant (2007, p. 75) and Pons (2011) describe how France has participated selectively in international assessments of literacy and has disputed the findings of the International Adult Literacy Survey (IALS) in their country. Similarly, the U.K. has a well-developed national assessment system of its own and has not always opted to participate in international assessments.…”

Section: Mobilising National Actorsmentioning

confidence: 99%

“…Several have found that reports of the ILSA results closely follow press releases and other guidance from testing agencies with little critical engagement from journalists (e.g. Pons, 2011;Stack, 2006;Yasukawa et al, 2016). Debate focuses around policy options rather than challenging the validity of the findings themselves and is framed by national contexts (Baroutsis & Lingard, 2017).…”

Section: Issues In Reporting and Interpreting Findings In The Mediamentioning

confidence: 99%

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How International Large-Scale Skills Assessments engage with national actors: mobilising networks through policy, media and public knowledge

Hamilton

2017

Critical Studies in Education

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This paper examines how international, large-scale skills assessments (ILSAs) engage with the broader societies they seek to serve and improve. It looks particularly at the discursive work that is done by different interest groups and the media through which the findings become part of public conversations and are translated into usable form in policy arenas. The paper discusses how individual countries are mobilised to participate in international surveys, how the public release of findings is managed and what is known from current research about how the findings are reported and interpreted in the media. Research in this area shows that international and national actors engage actively and strategically with ILSAs, to influence the interpretation of findings and subsequent policy outcomes. However, these efforts are indeterminate and this paper argues that it is at the more profound level of the public imagination of education outcomes and of the evidence needed to know about these that ILSAs achieve their most totalising effects.

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Section: Mobilising National Actorsmentioning

confidence: 99%

Section: Issues In Reporting and Interpreting Findings In The Mediamentioning

confidence: 99%

How International Large-Scale Skills Assessments engage with national actors: mobilising networks through policy, media and public knowledge

Hamilton

2017

Critical Studies in Education

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Professional competences to teach English at primary schools in Turkey: a Delphi study

Uztosun

2018

European Journal of Teacher Education

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Counting and comparing school performance: an analysis of media coverage of PISA in Australia, 2000–2014

Baroutsis

Lingard

2016

Journal of Education Policy

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This paper empirically documents media portrayals of Australia's performance on the Program for the International Student Assessment (PISA), 2000-2014. We analyse newspaper articles from two national and eight metropolitan newspapers. This analysis demonstrates increased media coverage of PISA over the period in question. Our research data were analysed using 'framing theory' (Entman, 1993), documenting how the media frames stories about Australia's performance on PISA. Three frames were identified: counts and comparisons; criticisms; and contexts. Most of the media coverage (41%) was concerned with the first frame, counts and comparisons, which analysed PISA data to provide 'evidence' that was then used to comparatively position Australia against other countries, reference societies, which do better, with particular emphasis on Finland and also Shanghai after the 2009 PISA. The other two frames dealt with criticisms and contextual issues. This paper only focuses on the first frame.The analysis demonstrates the ways in which media coverage of Australia's PISA performance has had policy impact.

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Cited by 14 publications

References 0 publications

How International Large-Scale Skills Assessments engage with national actors: mobilising networks through policy, media and public knowledge

How International Large-Scale Skills Assessments engage with national actors: mobilising networks through policy, media and public knowledge

Professional competences to teach English at primary schools in Turkey: a Delphi study

Counting and comparing school performance: an analysis of media coverage of PISA in Australia, 2000–2014

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