PISA and Global Educational Governance – A Critique of the Project, its Uses and Implications

Abstract

The PISA project has steadily increased its influence on the educational discourse and educational policies in the now 70 participating countries. The educational debate has become global, and the race to improve PISA-rankings has become high priority in many countries. For governments the PISA-test is a high-stake test. Governments are blamed for low scores, and governments are quick to take the honour when results are improving. National curricula, values and priorities are pushed aside. The influence of PISA is of high importance also for science educators; the battle to improve test results may conflict with our work to make science relevant, interesting and motivating for the learners. This article tries to unpack some of the challenges and to raise some of the problems caused by PISA as a global measure of quality.

Koncept přírodovědné gramotnosti v České republice: analýza a porovnání

“…Snahou šetření PISA bylo poskytnout tvůrcům školských politik zemí OECD informace o úspěšnosti a efektivitě jejich vzdělávacích systémů. Postupně se z tohoto šetření stal pro řadu zemí standard kvality vzdělávání a řada reforem vzdělávání se uskutečnila právě v reakci na jeho výsledky (Sjøberg, 2015). Avšak ani pod silným vlivem šetření PISA nebyla definice PřG, se kterou PISA pracuje, přijata vědeckou komunitou jako jediná možná, a o vymezení PřG se tak stále vedou diskuse.…”

PISA y TALIS ¿congruencia o discrepancia?

“…relevantes desde posiciones distintas (Mendizábal, 2016;Carabaña, 2015;Sjøberg, 2015;Sánchez & Delgado, 2013;Ferrer, 2012;Pérez & Soto, 2011;Ruiz, Gil, Navas, Ramos, Ruiz & Núñez, 2011;Font, Badia, Alemany, Besora, Gisbert, Arce, Alonso, Seuba, Castilla, Lamo, Valdivia, Villanueva & Boekaerts, 2009;Grek, 2009;Martín & Rizo, 2009;Mortimore, 2009;Neves, 2008;Dohn, 2007;Hernández, 2006;Sánchez & García-Rodicio, 2006).…”

A Proposed Conceptual Framework for K–12 STEM Master Teacher (STEMMaTe) Development

“…The international pressure on STEM education hinges on global metrics like the Programme for International Student Assessment (PISA), and Trends in International Mathematics and Science Study (TIMSS) assessments, common benchmark examinations for 15-year-olds in cross curricular competencies and fourth and eighth graders in math and science achievement, respectively. Both PISA and TIMSS published rankings and consequent comparisons can serve as sources of pride, envy and shame for countries [9], directing national educational policy [10] and launching country-wide reform efforts [11]. In the American conversation on the importance of science education, discourse within the science education community has focused on reforming the formal K-12 education system to develop students' STEM-based practices and promote 21st century skills that improve global STEM competitiveness and align with workplace demands in a new economy [12,13].…”

“…Among these teachers, one identified their content area expertise in primary science, seven in secondary science, two in secondary technology and computer science, and two in secondary mathematics. In sum, this sample had 122 years of K-12 STEM classroom teaching experience (5,10,23,6,17,20,9,10,13, and 9 years respectively) and two were currently serving in the classroom. Additional information on the participant sample is found in Table 1.…”