'Better Policies for Better Lives'?: Constructive Critique of the OECD's (Mis)measure of Student Well-Being

Autor/inn/en	Rappleye, Jeremy; Komatsu, Hikaru; Uchida, Yukiko; Krys, Kuba; Markus, Hazel
Titel	'Better Policies for Better Lives'?: Constructive Critique of the OECD's (Mis)measure of Student Well-Being
Quelle	In: Journal of Education Policy, 35 (2020) 2, S.258-282 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rappleye, Jeremy) ORCID (Komatsu, Hikaru) ORCID (Krys, Kuba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2019.1576923
Schlagwörter	Well Being; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Academic Achievement; Life Satisfaction; Student Evaluation; Alternative Assessment; Measures (Individuals); Bias; International Organizations; Japan; China; Taiwan; Hong Kong; South Korea; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Schulleistung; Lebensvollendung; Schulnote; Studentische Bewertung; Messdaten; International organisation; International organisations; International organization; Internationale Organisation; Hongkong; Korea; Republik
Abstract	Facing increasing critique that PISA focuses too narrowly on cognitive achievement and human/knowledge capital, the OECD has recently shifted some of its focus to student happiness. The 2017 Students' Well-Being report distinguishes between 'happy schools' and 'unhappy schools', showing that among students who combined high performance and life satisfaction, northern European countries topped the charts. Meanwhile, students in East Asian countries including Japan, China, Taiwan, Hong Kong, and Korea registered the lowest 'life satisfaction' scores among all participating countries. This piece points out some of the problems inherent in the OECD's recent turn to happiness, problematizing the OECD yardstick of life satisfaction. Attempting to keep the critique constructive, we suggest that the OECD may want to consider using alternative metrics, then briefly highlight one developed in East Asia from different first assumptions: the Interdependent Happiness Scale. In conclusion we flag, but cannot answer, some related educational questions concerning policy, pedagogy, and priorities for the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01