A Call for a More Measured Approach to Reporting and Interpreting PISA Results

Autor/inn/en	Rutkowski, Leslie; Rutkowski, David
Titel	A Call for a More Measured Approach to Reporting and Interpreting PISA Results
Quelle	In: Educational Researcher, 45 (2016) 4, S.252-257 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X16649961
Schlagwörter	International Assessment; Outcome Measures; Data Interpretation; Research Reports; Research Utilization; Educational Policy; Research Methodology; Research Problems; Educational Practices; Evaluation Problems; Test Validity; Test Reliability; Achievement Tests; Foreign Countries; Secondary School Students; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Data evaluation; Datenauswertung; Research report; Forschungsbericht; Forschungsumsetzung; Politics of education; Bildungspolitik; Research method; Forschungsmethode; Forschungskritik; Bildungspraxis; Testvalidität; Testreliabilität; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler
Abstract	In the current article, we consider the influential position of the Programme for International Student Assessment (PISA) and discuss several methodological areas that demonstrate the need for caution when using and interpreting PISA results. We motivate our argument by briefly describing the program's increased influence in educational policy over time. Subsequently, we describe the methodological areas of interest, including sampling participants, the achievement estimation model, and measuring trends. We also offer our perspectives on how the Organisation for Economic Co-operation and Development might productively and more clearly communicate PISA's limitations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01