Education policy, cross-national tests of pupil achievement, and the pursuit of world class schooling: a critical analysis
DOI:
https://doi.org/10.18222/eae.v28i68.4696Keywords:
PISA, TIMMS, Large-Scale Assessment, Educational Policies.Abstract
Educational policy around the world is increasingly driven by a desire to emulate the “best practices” of nations that have performed well on cross national tests of pupil achievement such as Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMMS). This article provides a critical analysis of how this applied form of comparative education operates; the logic and assumptions on which it is based and the key actors involved.
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