The Impact of PISA and the Interrelation and Development of Assessment Policy and Assessment Theory in Japan

Autor/in	Ninomiya, Shuichi
Titel	The Impact of PISA and the Interrelation and Development of Assessment Policy and Assessment Theory in Japan
Quelle	In: Assessment in Education: Principles, Policy & Practice, 26 (2019) 1, S.91-110 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2016.1261795
Schlagwörter	Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Educational Assessment; Student Evaluation; Educational Policy; Evaluation Criteria; Academic Achievement; Outcomes of Education; Policy Formation; Literacy; Scoring; Grading; Scoring Rubrics; Educational Change; Japan; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Politics of education; Bildungspolitik; Schulleistung; Lernleistung; Schulerfolg; Politische Betätigung; Alphabetisierung; Schreib- und Lesefähigkeit; Bewertung; Notengebung; Scoring formulas; Auswertungsbogen; Bildungsreform
Abstract	PISA presents a new image for academic achievement, which has prompted Japanese education reforms over the past decade to innovate teaching and learning for 'PISA-style literacy'. Supported by theoretical foundations, particularly with regard to the concept of 'PISA literacy' and 'authentic assessment', these reforms have accomplished progress in the focus on higher order competencies, such as application and the development of new assessment strategies. However, more recently, various critical discussions of 'PISA literacy' are underway in the Japanese academy. They interrogate it more critically and reveal the narrow emphasis on functional application and technical operation. Current assessment practices, which tend to fall into 'criteria compliance', are in urgent need of review. There is a need to extend the critical discussions in progress to the new assessment strategies. This paper responds to this, by considering the Japanese acceptance of 'PISA literacy' and its assessment, discussing the features and limitations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01