stewartb
Yet another, recently encountered critique of Pisa rankings with those readers of TuS who have developed an interest in this famed OECD initiative in international comparative education (with my emphasis):
From Sjøberg, S. & Jenkins, E. (2022) PISA: a political project and a research agenda, Studies in Science Education, 58:1 (https://www.tandfonline.com/doi/full/10.1080/03057267.2020.1824473 )
‘Conclusion: As a major international comparative study, PISA differs from much earlier work in the field of comparative education. It is quantitative rather than qualitative and is UNDERPINNED BY A PRIORI ASSUMPTIONS about the relationship between science and mathematics test scores and economic development. As noted above, those assumptions and the calculations derived from them are open to challenge.
‘Moreover, as a quantitative survey, PISA DATA CAN TAKE NO ACCOUNT OF THE MANY DIFFERENT BELIEFS, ASSUMPTIONS, PEDAGOGICAL PRACTICES, AND CULTURAL, SOCIAL, ECONOMIC AND POLITICAL CONTEXTS WITHIN WHICH SCHOOLING TAKES PLACE AND WHICH, AMONG MUCH ELSE, INFLUENCE STUDENT PERFORMANCE AND ATTITUDES.
‘The fact that PISA tests take no account of these factors means that ITS GLOBALISING INFLUENCE RUNS THE RISK OF REDUCING SCHOOL CURRICULA TO A NARROW NORM the outcomes of which that can be measured.
‘In addition, if, as PISA asserts, the project seeks to assess how well students’ scientific education equips them to respond to the problems they are likely to face in their future lives, ANY ATTEMPT TO DO SO THAT IGNORES THESE VARIABLES SEEMS UNLIKELY TO CONSTITUTE A VALID BASIS upon which to compare and rank countries, regions and economies.
‘Despite such severe limitations, the PISA initiative has raised the profile of science and mathematics education, although in doing so, it may also have HAD THE EFFECT OF DEVALUING THE IMPORTANCE OF OTHER SCHOOL SUBJECTS AND THE CURRICULUM A WHOLE. It has also unquestionably opened up a variety of research perspectives, and, as noted above, a number of issues that deserve investigation. These benefits of PISA are not inconsiderable but they NEED TO BE SET ALONGSIDE THE DIFFICULTIES IN MEASURING WHAT THE TESTING PROGRAM CLAIMS TO MEASURE. PISA SCORES AND RANKINGS ARE NOT FACTS, NOR ARE THEY OBJECTIVE OR NEUTRAL OUTCOMES OF THE PROJECT. There is therefore an important task facing the science education community, namely to give the PISA project the rigorous scholarly examination community it deserves.’
Svein Sjøberg is Emeritus Professor of Science Education at Department of Teacher Education and school Research at the University of Oslo and Edgar Jenkins is Emeritus Professor of Science Education Policy at the University of Leeds.
Talking-up Scotland 'Albatraz' 
Here is an interesting insight to pisa by Spain’s former Secretary of State for Education.
https://www.educationnext.org/pisa-mission-failure-with-so-much-evidence-student-testing-why-do-education-systems-struggle/
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Many thanks for the link – this is a REALLY INTERESTING AND RELEVANT article. It is one worthy of summary and of wider dissemination given the prominence given to Pisa rankings by opposition politicians and the mainstream media (and by a certain academic) here in Scotland as they seek to denigrate Scotland’s education system and damage politically the present party of government in Scotland.
From where in Scotland – from politicians, from news media, from education unions, from media-favoured academics – are voters able to gain ANY awareness that there are arguments against the value of Pisa rankings and their significance produced by sceptical international experts? Arguably nowhere – or rather only from one place!
I’d suggest that ONLY on TuS – and for some time now – have published third party views critical of Pisa rankings been communicated – for information, for balance, for perspective.
Scottish education is one more important topic exposed through TuS to balancing, context- giving and perspective-giving evidence alongside others such as CalMac ferries, NHS Scotland’s performance, poverty statistics, crime and policing statistics etc., etc.!
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Excellent find, a thoroughly refreshing read.
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stewartb wrote “I’d suggest that ONLY on TuS – and for some time now – have published third party views critical of Pisa rankings been communicated – for information, for balance, for perspective.”
And all praise for that goes to Prof John and you for your dogged pursuit of wider understanding of the inherent weaknesses of PISA that make country-by-country comparisons so unreliable. Bravo both of you!
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South Korea high score rate. Only the likely higher scorers take the test. The majority are excluded.
Selective private education. Fee paying. Only the wealthy go onto higher education. A minority of the population. Fewer universities pro rata. The majority of pupils leave at 16. They cannot afford the fees. Pupils are hot housed. School during the day. Tutors all evening. To try and get higher grades. Not beneficial to the children welfare. Pressure.
Children committing suicide. Hot housing stress and anxiety. Not inclusive education system.
Not comparing like with like. In any way shape or form.
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Spain has long school holidays. 4 months of the year. Two months in summer. July and August. One month at Easter and at Christmas.
Not comparing like with like. China has less universities pro rata. Weathier students go abroad to study. Pay the full cost. Limited higher education in Saudi Arabia. Only the wealthiest go abroad to study.
US only 40% of the population get the highest degree. A low %. High fees and paid private education system. Majority end off in massive debt. Limited scholarships.
US sick end up in massive debt paying for healthcare. Life expectancy 76. A low %. Japan 85. Highest. Spain 84 years. Good diets. Fish and vegetables. Mediterranean diet. Healthier pupils and diet. Better lifestyle.
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Canada is sceptical of Pisa!!!
https://theconversation.com/problems-with-pisa-why-canadians-should-be-skeptical-of-the-global-test-118096
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