Política educacional, tests internacionales de desempeño y la búsqueda de la escolarización de clase mundial: un análisis crítico

Autores/as

  • Paul Morris University College London (UCL), Londres, Inglaterra

DOI:

https://doi.org/10.18222/eae.v28i68.4696

Palabras clave:

PISA, TIMMS, Evaluación en Gran Escala, Políticas Educacionales.

Resumen

Las políticas educacionales em todo el mundo están cada vez más dirigidas por um deseo de emular las “mejores prácticas” de países que obtienen buenos resultados en tests internacionales de desempeño de alumnos, como el Programme for International Student Assessment (PISA) y Trends in International Mathematics and Science Study (TIMSS). Este artículo contiene un análisis crítico de cómo opera esa forma aplicada de educación comparada, la lógica y los presupuestos en los que se basa, y los actores esenciales implicados.

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Biografía del autor/a

Paul Morris, University College London (UCL), Londres, Inglaterra

University College London , London

Secondary Education, Teacher Education, Teaching Methods

D.Phil, University of Sussex

Citas

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Publicado

2021-05-21

Cómo citar

Morris, P. (2021). Política educacional, tests internacionales de desempeño y la búsqueda de la escolarización de clase mundial: un análisis crítico. Estudos Em Avaliação Educacional, 28(68), 302–342. https://doi.org/10.18222/eae.v28i68.4696

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