How International Large-Scale Skills Assessments Engage with National Actors: Mobilising Networks through Policy, Media and Public Knowledge

Autor/in	Hamilton, Mary
Titel	How International Large-Scale Skills Assessments Engage with National Actors: Mobilising Networks through Policy, Media and Public Knowledge
Quelle	In: Critical Studies in Education, 58 (2017) 3, S.280-294 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2017.1330761
Schlagwörter	Measurement; Foreign Countries; Surveys; Educational Policy; Discourse Analysis; Theories; Social Theories; Cross Cultural Studies; Literacy; Numeracy; Problem Solving; Late Adolescents; Adults; Achievement Tests; Secondary School Students; International Assessment; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Data Collection; Data Analysis; Information Dissemination; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Messverfahren; Ausland; Survey; Umfrage; Befragung; Politics of education; Bildungspolitik; Diskursanalyse; Theory; Theorie; Gesellschaftstheorie; Cultural comparison; Kulturvergleich; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Problemlösen; Halbstarker; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Data capture; Datensammlung; Auswertung; Informationsverbreitung
Abstract	This paper examines how international, large-scale skills assessments (ILSAs) engage with the broader societies they seek to serve and improve. It looks particularly at the discursive work that is done by different interest groups and the media through which the findings become part of public conversations and are translated into usable form in policy arenas. The paper discusses how individual countries are mobilised to participate in international surveys, how the public release of findings is managed and what is known from current research about how the findings are reported and interpreted in the media. Research in this area shows that international and national actors engage actively and strategically with ILSAs, to influence the interpretation of findings and subsequent policy outcomes. However, these efforts are indeterminate and this paper argues that it is at the more profound level of the public imagination of education outcomes and of the evidence needed to know about these that ILSAs achieve their most totalising effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01