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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Multi-Interpretation of Program for International Student Assessment (PISA)
Author(s)
Jiang Lijing
Ji Yingnan
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DOI:10.17265/2161-6248/2017.02.004
Affiliation(s)
Qufu Normal University, Qufu, China;
Columbia University, New York, USA
Columbia University, New York, USA
ABSTRACT
With Program for International
Student Assessment (PISA) is becoming the largest and most influential international
comparative education test in the world,
critiques involving its premise, statistical methods, samples, and test items have aroused at the same
time. Multi-interpretation of PISA
could be divided into three main parties. First are supporters of PISA, who insist
PISA scores are indicators of the future economic growth of one country and provide
broad prognostics on one country’s educational system. Second are opponents of PISA
that could be subdivided into two sub-parties: modest critics and radical critics.
Third are neutrals of PISA who analyze pros and corns of PISA, suggest not over-believing
PISA scores, and misusing PISA results.
KEYWORDS
Program for International Student Assessment (PISA), test score, critiques
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