09 SES 13 A JS, Global Perspectives on International Achievement Testing and Educational Policy Development (Part 1)
Joint Symposium NW 09 and NW 13 to be continued in 09 SES 14 A JS
International assessment of student performance is a well-established part of the educational policy environment in Scotland, where it forms part of a broader, integrated assessment system. Perhaps the most interesting insights into the attitudes of the policy community in Scotland to PISA come from an extensive research study undertaken of the use and circulation of PISA data in Scotland between 2000 and 2006 by the Centre for Educational Sociology (Grek, Lawn, & Ozga, 2009). The analysis drew attention to a number of contextual points that they perceived to be significant in considering the influence of PISA surveys in Scottish policies and perceptions of national education. They pointed to the high credibility and status that PISA had achieved in national and international policy communities (including all four countries of the UK), recognizing the fact that, for a range of reasons such as technical excellence and impartiality, PISA allows comparison with an appropriate group of nations (OECD) and is often perceived to represent the “gold standard” of educational research. Perhaps it is the unremarkable nature of Scotland’s performance in PISA that has led to comparatively more attention being paid to the survey itself than to Scotland’s actual results. First, the perceived value to Scottish politicians and policymakers of PISA lies not with the PISA data but with the symbolism attached to a high-status international survey. Participating in PISA gives Scotland a place on the international stage separate from the other UK countries (albeit still in some sense linked to them). This may be an issue of particular importance for the current Scottish Government led by the Scottish National Party, the aspiration of which is for Scotland to become an independent nation. Second, the relatively positive Scottish results over the years by comparison with other countries can be used partly to justify an element of self-satisfaction about the education system and the Scottish “balanced” approach to evaluation. This approach includes school self-evaluation and related expert evaluation carried out by school inspectors, as well as data analysis, and in recent years, has excluded intensive testing of individual pupils. Overall international testing programs such as PISA appear to have had less impact than in many other countries. Performativity pressures in Scotland have more commonly come from within the country and constant vigilance is needed to ensure that the accountability agenda is kept in some kind of perspective (Hayward, 2015).
Bryce, T. G. K., Humes, W. M., Gillies, D., & Kennedy, A. (Eds.) (2013). Scottish education—Fourth edition: Referendum. Edinburgh, Scotland: Edinburgh University Press. Condie, R., Robertson, I. J., & Napuk, A. (2003). The assessment of achievement programme. In T. G. K. Bryce & W. M. Humes (Eds.), Scottish education (pp. 766-776). Edinburgh, Scotland: Edinburgh University Press. Croxford, L., & Raffe, D. (2007). Education markets and social class inequality: A comparison of trends in England, Wales and Scotland. In R. Teese (Ed.), Inequality revisited. Berlin, Germany: Springer. Curriculum Review Group. (2004). A curriculum for excellence. Edinburgh, Scotland: Scottish Executive. Grek, S. (2012). What PISA knows and can do: Studying the role of national actors in the making of PISA. European Educational Research Journal, 11(2), 243-254. Grek, S., Lawn, M., & Ozga, J. (2009, April). Study on the use and circulation of PISA in Scotland (KNOWandPOL working paper no. 12 Hayward, E. L. (2007). Curriculum, pedagogies and assessment in Scotland: The quest for social justice. “Ah kent yir faither.” Assessment in Education: Principles, Policy & Practice, 14(2), 251-268. Hayward, L. (2015). Assessment is learning: The preposition vanishes. Assessment in Education: Principles, Policy and Practice, 22(1), 27-43.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.