On the supranational spell of PISA in policy

Baird, Jo‐Anne; Johnson, Sandra; Hopfenbeck, Therese N.; Isaacs, Talia; Sprague, Terra; Stobart, Gordon; Yu, Guoxing

doi:10.1080/00131881.2016.1165410

Cited by 76 publications

(65 citation statements)

References 44 publications

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“…Such efforts might not take into account the cultural context of national educational systems. Analyses by Baird et al (2016) and Nortvedt (2018) have indicated that the national context influences policy decisions to a large extent.…”

Section: Policy Issuesmentioning

confidence: 99%

“…To summarise, a two-directional, reciprocal relationship may be seen between policy and mathematics education, where assessment outcomes inform and influence policymaking (Baird et al 2016) and educational policies influence assessment, teaching, or education programmes (Cai et al , 2016Middleton et al 2015). For instance, the phenomenon of 'teaching to the test' (Hamilton et al 2007) is usually interpreted as a negative policy influence on mathematics education.…”

Section: Policy Issuesmentioning

confidence: 99%

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Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

Nortvedt

Buchholtz

2018

ZDM Mathematics Education

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In educational contexts, assessments may be designed to target students, preservice teachers, or teachers, either as individuals or as representatives of a group, and for a multitude of purposes. One key aim of assessment in mathematics education is to provide evidence that can be used to make decisions about or improve mathematics education, which then raises questions about which aspects of mathematical competence should be assessed-as well as how and for what purpose. This review paper addresses three related themes: (1) issues related to the assessment process and to the development of assessments that can validly assess mathematical competence in all its complexity; (2) issues related to educational policy and policy-making based on assessment data, in particular the reciprocal relationship between assessment and policy; and (3) issues related to equity, such as gender issues or the achievement gap between majority and minority students. Awareness of the relation between assessment, teaching, and learning is shown throughout the paper. Strong relationships between the three focus areas are found, that impact assessment validity and call for further development of assessment practices in mathematics education.

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Section: Policy Issuesmentioning

confidence: 99%

Section: Policy Issuesmentioning

confidence: 99%

Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

Nortvedt

Buchholtz

2018

ZDM Mathematics Education

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“…Based on the media attention ILSAs receive, particularly after the release of PISA results and international rankings (Baird et al, 2016;Meyer & Benavot, 2013), it appears as though the increased participation in ILSA-related projects and studies has had a profound effect on education and policy discourses globally (Breakspear, 2012;Hopfenbeck et al, 2017), but not necessarily in the ways that make direct causal policy linkages easy to identify. 12 Our review of the literature indicates that some governments appear to have implemented policy changes as a result of ILSAs scores, while others seem to have used these scores to justify and/or accelerate pre-existing school reforms.…”

Section: Review Of the Literature: Ilsas/glms As Tools Of Legitimationmentioning

confidence: 99%

“…4 Forty-three countries participated in PISA 2000, for instance, compared with 76 countries in PISA 2015 (OECD, n.d.). 5 It should be noted that IEA studies have been primarily used for research purposes by national experts, whereas the OECD has an aggressive role as a policy advisor and interpreter of its own findings. 6 As part of ASER's administration of the Annual Status of Education Report (ASER) survey in India.…”

Section: Some Of the Most Well-known And Influential Ilsas Include Thmentioning

confidence: 99%

An Examination of the Influence of International Large Scale Assessments and Global Learning Metrics on National School Reform Policies

Fischman¹,

Topper²

2017

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“…Ireland had its own 'PISA shock' (Baird et al 2011) following the publication of the 2009 results and a suite of policy measures was introduced to respond to perceived deficiencies highlighted by the results, most notably through the national literacy and numeracy strategy in 2011 (Department of Education and Skills [DES] 2011).…”

Section: Introductionmentioning

confidence: 99%

100 years of primary curriculum development and implementation in Ireland: a tale of a swinging pendulum

Walsh

2016

Irish Educational Studies

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There are ongoing initiatives in curriculum development and implementation in Ireland and internationally in order to enhance the educational experiences and outcomes of learners. This article is the first historical longitudinal analysis of primary school curriculum development and implementation in Ireland from the 1890s to the 1990s. The purpose of the paper is to distil key lessons from the history of curriculum development and implementation to inform contemporary policy and practice. The paper begins by situating current curriculum discourse and developments in both a national and international context. It then delineates the three main curriculum reforms undertaken in Ireland in the period under review. The section relating to each period includes an overview of the societal context in which the curriculum was developed, the process of development, the content of each curriculum and its implementation. Three key themes emerge from the analysis -the impact of wider societal factors on curriculum, the impact of the radical nature of curriculum change attempted and a lack of focus on planning for implementation.

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On the supranational spell of PISA in policy

Abstract: Background PISA results appear to have a large impact upon government policy.

Cited by 76 publications

References 44 publications

Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

An Examination of the Influence of International Large Scale Assessments and Global Learning Metrics on National School Reform Policies

100 years of primary curriculum development and implementation in Ireland: a tale of a swinging pendulum

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