A methodological approach to the analysis of PISA microblogs: social media during the release of the PISA 2015 results

Abstract

This paper analyses Twitter microblogs over a 3-day period, during the release of the results of PISA 2015 on 6 December 2016 by the OECD. Additionally, we document a methodological approach to investigating the social mediatisation of policy and its inclusive potential for enabling the participation of multiple voices. We draw on two data sets from the 3-day period: first, a large data corpus (n = 17,260) of all microblogs about PISA, and second, a smaller cluster of selected participant groups, notably academic, OECD, and teacher union actors (n = 65). Our analytic tools provide a methodological heuristic for scoping social media networks. Our research is guided by questions about 'Who participates?' in PISA debates and 'What is being said?' and considers the volume, engagement, and content of the microblogs. Of the three participant groups, the academic actors authored the largest volume of microblogs across the corpus and cluster. The content of microblogs from the OECD cluster mainly provided information about and promotion of PISA, while the academic cluster emphasised commentary and critique, with all actors using an analytic tone. The OECD had the largest number of followers and the highest rate of social recommendations and engagement with their microblogs.

Pakistan’s First ever Participation in International Large-Scale Assessment (TIMSS): Critique and Implications

“…The International Large-Scale Assessment (ILSA) is a rapidly growing field in education which has gained due attention from stakeholders including policy makers, practitioners, researchers, politicians, media, and the general public (Addey et al, 2017;Baroutsis & Lingard, 2021). Some well-known ILSAs are -but not limited to: Trends in International Mathematics and Science Study (TIMSS); Progress in International Reading Literacy Study (PIRLS); and Programme for International Student Assessment (PISA).…”

Introduction to special issue: Learning assessments for sustainability? Exploring the interaction between two global movements

“…Similar to the ESE movement, over the past two decades scholars have documented the global diffusion of ILSAs as well as regional and national assessments (Kamens & Benavot, 2011;Kamens & McNeely, 2010;Pizmony-Levy, 2013). Scholars also examined the implications of ILSAs to education policymaking, public discourse, and public opinion (Baroutsis & Lingard, 2021;Pizmony-Levy, 2018;Pizmony-Levy & Bjorklund, 2018;Pons, 2017;Takayama, 2008Takayama, , 2010Waldow & Steiner-Khamsi, 2019).…”