Educational assessment and inclusive education are two global policy agendas. The global reach of these agendas has been facilitated by the work of two key international or-ganisations – the Organisation for Economic Cooperation and Development (OECD) and the United Nations Educational Scientific and Cultural Organization (UNESCO) – and their respective policy instruments. At a superficial level, it could be said that these agendas have similar goals. For instance, OECD and UNESCO policy ac
By Íris Santos & Elias Pekkola The first OECD PISA survey placed Finnish education in the spotlight for its success and effectiveness, leading Finland to be internationally acclaimed for its education expertise (e.g., Sellar & Lingard, 2013; Sahlberg, 2011). International organisations, as well as national educators and policymakers worldwide turned their eyes to this small […]
A network, a family, a playground: An analysis of ILSA contractors’ history, rationales and market dynamics
3.00 pm—4.30 pm (CET), Wednesday 7 December 2022. Online (Zoom) – Register here. Download poster (PDF, 3.4mb) This is the very first presentation to critically analyse International Large-Scale Assessments (ILSA) contractors and contracting. ILSA contractors have remained invisible despite profoundly shaping ILSAs and ILSAs being scrutinised extensively in academia. The presentation is three-part, each part […]
India’s preparation for PISA appears to misunderstand the purpose of PISA. The focus is all on doing well in PISA as a matter of national pride, rather than doing PISA well to gain strong evidence to inform policy.
Over the years, PISA tests have been researched from a number of perspectives including their psychometric validity and reliability, their policy impacts, and their reception among educators and policymakers. However, there is still a lack of investigation into the factors that shape students’ responses on the assessment. The few scholars that have forayed into this […]