PISA for Math Educators: Afterthoughts to a Debate That Never Took Place.

Autor/in	Wuttke, Joachim
Titel	PISA for Math Educators: Afterthoughts to a Debate That Never Took Place.
Quelle	(2026), 14 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Monografie
URN	urn:nbn:de:0168-ssoar-109723-1
Schlagwörter	Bildungsstatistik; Leistungsbeurteilung; Bildungsforschung; Kritik; PISA-Studie
Abstract	PISA and the international large-scale assessment industry claim to measure educational achievement objectively and to guide evidence-based policy. This essay, written in 2009 for the German learned society for mathematics education (GDM-Mitteilungen 87, 22-30) examines those claims critically. It argues that PISA bypasses the minimum norms of scientific transparency, that its results have been systematically misrepresented through what the paper calls the "bad-news principle,'' and that its statistical methodology creates an illusory appearance of precision while ignoring systematic sources of error. The paper further shows that PISA tests literacy and reading speed rather than mathematical understanding, that linguistic and cultural biases render cross-national comparisons unreliable, and that the celebrated Finnish model rests on selective perception rather than evidence. The institutional entrenchment of a testing culture - driven by the commercial interests of the assessment industry and by career incentives in educational research - poses particular risks for mathematics teaching.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2026/3