First Cycle of PISA (2000-2006)--International Perspectives on Successes and Challenges: Research and Policy Directions

Autor/inn/en	Anderson, John O.; Chiu, Mei-Hung; Yore, Larry D.
Titel	First Cycle of PISA (2000-2006)--International Perspectives on Successes and Challenges: Research and Policy Directions
Quelle	In: International Journal of Science and Mathematics Education, 8 (2010) 3, S.373-388 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-010-9210-y
Schlagwörter	Reading Achievement; Data Analysis; Scientific Literacy; Numeracy; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Leseleistung; Auswertung; Rechenkompetenz
Abstract	This special edition of IJMSE focuses on the Programme of International Student Assessment (PISA) project now that it has completed a full cycle of administration--reading, mathematics, and science--to look at ways in which PISA has been used in participating countries and with what consequences, and to identify potential research and policy directions emanating from this initiative. Articles were invited to (a) reflect international perspectives on the uses and consequences of PISA to date and (b) speculate on future directions for research, curriculum, and policy using the PISA datasets. The introductory article provides a brief overview of common aspects of PISA: Evolving definitions of reading literacy, mathematics literacy, and science literacy; technical design of the instruments and data analysis procedures; the changing emphasis of administrations; and recent research using the datasets. PISA, unlike other international assessments in reading, mathematics, and science, has provided a fresh perspective on "what might be" by decoupling the assessment from mandated curricula to focus on literacies needed for a 21st century economy. This unique feature of PISA brings with it possibilities and cautions for policy makers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10