How "Not" to Reason with PISA Data: An Ironic Investigation

Autor/inn/en	Feniger, Yariv; Lefstein, Adam
Titel	How "Not" to Reason with PISA Data: An Ironic Investigation
Quelle	In: Journal of Education Policy, 29 (2014) 6, S.845-855 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2014.892156
Schlagwörter	Foreign Countries; Educational Assessment; Comparative Analysis; Mathematics Achievement; Reading Achievement; Science Achievement; Achievement Gap; Secondary School Students; Immigrants; Cultural Background; Cultural Influences; Regression (Statistics); Data; Australia; China; New Zealand; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Sekundarschüler; Immigrant; Immigrantin; Immigranten; Cultural influence; Kultureinfluss; Regression; Regressionsanalyse; Daten; Australien; Neuseeland
Abstract	International comparative testing, such as the OECD Programme for International Student Assessment (PISA), has considerable impact on policy-makers, the media and the general public. A central assumption underlying PISA is that global variation in students' academic performance is attributable to national educational structures and policies. The aim of this article is to demonstrate the problematic nature of this assumption. Rather than critiquing it from the outside, we turn the tools, data and presumptions of the current discourse of international comparisons upon themselves, showing that this assumption is refuted by analysis of immigrant student test scores. Data from the PISA 2009 tests show that Chinese immigrant students in New Zealand and Australia achieve math scores that are more similar to those of students in Shanghai than to their non-immigrant Australian and New Zealand peers. Thus, cultural background appears to be more consequential for the educational attainment of Chinese immigrant students than exposure to the educational systems of Australia or New Zealand. We discuss limitations of our analysis, using them as basis to discuss the shortcomings of PISA more generally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10