Competitive Comparison and PISA Bragging Rights: Sub-National Uses of the OECD's PISA in Canada and the USA

Autor/inn/en	Engel, Laura C.; Frizzell, Matthew O.
Titel	Competitive Comparison and PISA Bragging Rights: Sub-National Uses of the OECD's PISA in Canada and the USA
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 36 (2015) 5, S.665-682 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2015.1017446
Schlagwörter	Foreign Countries; Achievement Tests; Educational Policy; Interviews; Comparative Analysis; Governance; Motivation; Competition; Benchmarking; Canada; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; psychologische; Motivation (psychologisch); Wettkampf; Kanada; USA
Abstract	Participation in the Organization for Economic Co-operation and Development's (OECD) Program for International Student Assessment (PISA) has continuously expanded: from 43 systems in 2000 to 65 systems in the 2012 cycle, with 71 signed up for PISA 2015. There also has been a growth in sub-national participation, expanding PISA's reach beyond the nation-state. This paper explores sub-national PISA participation in Canada and the USA, asking "how" PISA is being used within sub-national education policy spaces. We draw on analysis of documents and data from interviews with officials at sub-national, national, and international levels. Findings illustrate some of the diverse motivations and uses of PISA, providing insights into the effects of PISA at the sub-national scale. As such, we argue that competitive comparison in education has deepened through the enhanced granularity of international large-scale assessment data to new scales beyond the nation-state. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01