Knowledge and Skills for PISA?Assessing the Assessment

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Abstract

This article gives a critique of the methodology of OECD’s Programme for International Student Assessment (PISA). It is argued that PISA is invalidated by the fact that the methodology chosen does not constitute an adequate operationalisation of the question of inquiry. Therefore, contrary to the claims of PISA, PISA is not an assessment of the ‘knowledge and skills for life’ of students, but only of ‘knowledge and skills in assessment situations’. Even this latter form of assessment is not fully reliable, however, because of problems at the level of concrete test items and because of an inherent confusion of relative and absolute evaluation.

Salvato in:
Autori: Nina Bonderup Dohn iD (University of Southern Denmark)
Pubblicato in: Journal of Philosophy of Education, vol. 41, n. 1, pp. 1-16
Data di pubblicazione:01/02/2007
Editore:Oxford University Press
Tipo di documento:Articolo
Lingua:inglese
DOI: 10.1111/j.1467-9752.2007.00542.x
ISSN:0309-8249, 1467-9752
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Citazioni ricevute:78
Soggetti:
Global Educational Policies and Reforms (Social Sciences > Social Sciences > Political Science and International Relations)
Educational Assessment and Pedagogy (Social Sciences > Social Sciences > Education)
Educational Theory and Curriculum Studies (Social Sciences > Social Sciences > Sociology and Political Science)
PISA, Programme for International Student Assessment, item reliability, international student assessment
Identificativi: OpenAlex W2137655033

Dati dell'indice centrale: OpenAlex (licenza CC0).

Riassunto:This article gives a critique of the methodology of OECD’s Programme for International Student Assessment (PISA). It is argued that PISA is invalidated by the fact that the methodology chosen does not constitute an adequate operationalisation of the question of inquiry. Therefore, contrary to the claims of PISA, PISA is not an assessment of the ‘knowledge and skills for life’ of students, but only of ‘knowledge and skills in assessment situations’. Even this latter form of assessment is not fully reliable, however, because of problems at the level of concrete test items and because of an inherent confusion of relative and absolute evaluation.
ISSN:0309-8249
1467-9752
DOI:10.1111/j.1467-9752.2007.00542.x