- April 2017
- Trade paperback (US)
- ISBN Print
- ISBN eBook
The Global Education Race
Taking the Measure of PISA and International Testing
A global education race now pits countries, regions, and school systems against one another. The racecourse has been created by a small number of influential international testing programs, and the popular media announces winners and losers. Fear of falling behind haunts policy-makers and shapes educational priorities around the world. But are we running in the right direction?
We all have a stake in education, and as informed citizens we need to understand the increasingly influential and controversial phenomenon of international testing and what it means for students and the future of our schools. The Global Education Race provides educators, parents, and policy-makers with a lively and accessible introduction to the most influential international testing program: PISA, the Programme for International Student Assessment, operated by the Organisation for Economic Cooperation and Development.
The authors draw on the latest research on assessment and education policy to provide a clear account of how the test works and to investigate PISA’s influence on educational goals and practice in schools around the world. The book aims to provoke informed debate about the role of testing, data, and comparison in educational change.
Table of Contents
Foreword: PISA--A good servant but a bad master, by David Berliner and Pasi Sahlberg
Introduction: Running the wrong race?
1. The PISA Racetrack
Conclusion: Helping policy-makers find the right track
The Global Education Race provides an indispensable road map to the world’s most pervasive testing program. The authors show with a wealth of evidence that it is high time that we make the transition from the cul-de-sac of big data to the far more inspiring galaxy of big ideas.Professor Dennis Shirley, Lynch School of Education, Boston College
This book seeks to broaden professional and public understandings of what PISA is, what it does, what it cannot do, how it is often used, and how it ought to be used for productive policy purposes. This book is exemplary in fulfilling this task and demands to be read.Professor Bob Lingard, School of Education, The University of Queensland