The University of Southampton
University of Southampton Institutional Repository

Do PISA data justify PISA-based education policy?

Do PISA data justify PISA-based education policy?
Do PISA data justify PISA-based education policy?
Purpose

Since the publication of its first results in 2000, the Programme for International Student Assessment (PISA) implemented by the OECD has repeatedly been the subject of heated debate. In late 2014 controversy flared up anew, with the most severe critics going so far as to call for a halt to the programme. The purpose of this paper is to discuss the methodological design of PISA and the ideological basis of scientific and policy arguments invoked for and against it.

Design/methodology/approach

The authors examine the soundness of the survey methodology and identify the conflicting interpretations and values fuelling the debate.

Findings

The authors find that while PISA has promoted the focus on the important subject of children's education worldwide there are legitimate concerns about what PISA measures, and how. The authors conclude that the OECD should be more transparent in the documentation of the methodological choices that underlie the creation of the data and more explicit about the impact of these choices on the results. More broadly, the authors advise caution in the attempt to derive and apply evidence-based policy in the domain of education; the authors furthermore propose an alternative model of social inquiry that is sensitive and robust to the concerns of the various actors and stakeholders that may be involved in a given policy domain.

Originality/value

The issues and tensions surrounding the PISA survey can be better understood in the framework of post-normal science (PNS), the application of which to the PISA controversy offers a potential solution to a stalemate.
Comparative education, Evidence based policy, Educational measure, Programme for international Student Assessment (PISA)
20
Araujo, Luisa
73ea5e59-e7a5-47d4-97b6-acf90737d056
Saltelli, Andrea
58b60773-1a67-4a42-984f-924b056b9d71
Schnepf, Sylke
c987c810-d33c-4675-9764-b5e15c581dbc
Araujo, Luisa
73ea5e59-e7a5-47d4-97b6-acf90737d056
Saltelli, Andrea
58b60773-1a67-4a42-984f-924b056b9d71
Schnepf, Sylke
c987c810-d33c-4675-9764-b5e15c581dbc

Araujo, Luisa, Saltelli, Andrea and Schnepf, Sylke (2017) Do PISA data justify PISA-based education policy? International Journal of Comparative Education and Development, 19, (1), p. 20. (doi:10.1108/IJCED-12-2016-0023).

Record type: Article

Abstract

Purpose

Since the publication of its first results in 2000, the Programme for International Student Assessment (PISA) implemented by the OECD has repeatedly been the subject of heated debate. In late 2014 controversy flared up anew, with the most severe critics going so far as to call for a halt to the programme. The purpose of this paper is to discuss the methodological design of PISA and the ideological basis of scientific and policy arguments invoked for and against it.

Design/methodology/approach

The authors examine the soundness of the survey methodology and identify the conflicting interpretations and values fuelling the debate.

Findings

The authors find that while PISA has promoted the focus on the important subject of children's education worldwide there are legitimate concerns about what PISA measures, and how. The authors conclude that the OECD should be more transparent in the documentation of the methodological choices that underlie the creation of the data and more explicit about the impact of these choices on the results. More broadly, the authors advise caution in the attempt to derive and apply evidence-based policy in the domain of education; the authors furthermore propose an alternative model of social inquiry that is sensitive and robust to the concerns of the various actors and stakeholders that may be involved in a given policy domain.

Originality/value

The issues and tensions surrounding the PISA survey can be better understood in the framework of post-normal science (PNS), the application of which to the PISA controversy offers a potential solution to a stalemate.

Other Final accepted Manuscript PISA critique paper - Accepted Manuscript
Restricted to Repository staff only until 19 April 2019.

More information

Accepted/In Press date: 24 February 2017
Published date: 20 April 2017
Keywords: Comparative education, Evidence based policy, Educational measure, Programme for international Student Assessment (PISA)
Organisations: Social Statistics & Demography

Identifiers

Local EPrints ID: 408303
URI: http://eprints.soton.ac.uk/id/eprint/408303
PURE UUID: c3ee9128-b2ca-40c3-b426-0cbd265eb9ad

Catalogue record

Date deposited: 19 May 2017 04:02
Last modified: 17 Jul 2017 13:39

Export record

Altmetrics

Contributors

Author: Luisa Araujo
Author: Andrea Saltelli
Author: Sylke Schnepf

University divisions

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×