The impact of international testing projects on policy and practice.

Autor/inn/en	Teltemann, Janna; Klieme, Eckhard
Titel	The impact of international testing projects on policy and practice.
Quelle	Aus: Brown, Gavin T. L. (Hrsg.); Harris, Lois R. (Hrsg.): Handbook of human and social conditions in assessment. New York; London: Routledge (2016) S. 369-386Verfügbarkeit
Reihe	Educational psychology handbook series
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-1-138-81153-9; 978-1-138-81155-3; 9781315749136; 9781317608165; 9781317608172; 9781317608189
Schlagwörter	Vergleichsuntersuchung; Bildungspolitik; Bildungsreform; Schüler; Leistungsbeurteilung; Schülerleistung; Internationalisierung; Internationaler Vergleich; Leistungsmessung; Rechenschaftslegung; Wirkung; PISA (Programme for International Student Assessment); Deutschland; OECD-Staaten
Abstract	For knowledge-based economics competing with each other worldwide, the production of human capital is deemed to be an important growth factor. The growing importance of education as a means of productivity involves an increasing need for effectiveness within national education systems. Consequently, standardized international student assessments have become more frequent during the last decades and have raised considerable interest in politics, media, and academia. [...] Associated with the rise of international testing projects is a substantial change in the modes of policy making in education. The assessments are not only used to identify good and weak performers, but rather they are used as a central instrument for prescribing reforms of national education policies [...] In fact, educational reform as a response to results of international assessments can be observed in many countries [...]. Currently, the implications of these policy trends are highly controversial among educational scientists, politicians, and other stakeholders in education. [...] The authors take the OECD PISA study as an example, as it is the most prominent and biggest endeavor in this respect. They argue that the current debate lacks robust empirical findings of the real effects and consequences of international testing projects on practices as well as on learning outcomes. [...] They first briefly summarize general changes in national and international educational governance and illustrate central features of the OECD PISA study. The third section presents theoretical accounts explaining changes - or resistance to change - in education policies and practice. In the fourth section, the authors review previous case studies on policy effects of international assessment. They take a closer look at Germany as an example where PISA has had considerable impact on the education system. Further, they present own empirical analyses with PISA data to illustrate changes in assessment and accountability practices in OECD countries between 2000 and 2012. In their conclusion, they argue that future research should focus on exploiting the potential of the data generated by international assessments. This would promote a better understanding of effects of assessments on practices and outcomes and open up possibilities to formulate alternative policy recommendations based on solid research. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/2