Desafíos para PISA

Autores/as

  • Andreas Schleicher OECD

DOI:

https://doi.org/10.7203/relieve.22.1.8429

Palabras clave:

proyecto PISA, evaluación del aprendizaje, evaluación de sistemas educativos, educación, estudiantes.

Resumen

El Programa para la Evaluación Internacional de Alumnos (PISA) proporciona un marco en el que más de 80 países colaboran para construir métricas globales avanzadas para explorar los conocimientos, habilidades y atributos del estudiantado. El diseño de las evaluaciones plantea importantes desafíos conceptuales y técnicos, como el éxito del aprendizaje. Más allá de una base conceptual sólida, PISA necesita cumplir una serie de exigencias a veces contradictorios. Los/as administradores de escuelas, autoridades normativas y los docentes deben ser capaces de utilizar esta información de la evaluación para determinar cómo crear mejores oportunidades para el aprendizaje de los estudiantes. Las evaluaciones también deben proporcionar retroalimentación productiva, con niveles apropiados de detalle, para potenciar las decisiones de mejora y rendición de cuentas, en todos los niveles educativos. De hecho, además de evaluar la lectura, las matemáticas y la ciencia como competencias clave, PISA va incorporando progresivamente también algunas de las competencias cognitivas más amplias, sociales y emocionales.

Biografía del autor/a

Andreas Schleicher, OECD

Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris. As a key member of the OECD Senior Management team, Mr. Schleicher supports the Secretary-General’s strategy to produce analysis and policy advice that advances economic growth and social progress. He promotes the work of the Directorate for Education and Skills on a global stage and fosters co-operation both within and outside the OECD. In addition to policy and country reviews, the work of the Directorate includes the Programme for International Student Assessment (PISA), the OECD Survey of Adult Skills (PIAAC), the OECD Teaching and Learning International Survey (TALIS), and the development and analysis of benchmarks on the performance of education systems (INES). Before joining the OECD, Mr. Schleicher was Director for Analysis at the International Association for Educational Achievement (IEA). He studied Physics in Germany and received a degree in Mathematics and Statistics in Australia. He is the recipient of numerous honours and awards, including the “Theodor Heuss” prize, awarded in the name of the first president of the Federal Republic of Germany for “exemplary democratic engagement”.  He holds an honorary Professorship at the University of Heidelberg.

Citas

OECD. (1999). Measuring student knowledge and skills. A new Framework for assessment. Paris: OECD. Retrieved from http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33693997.pdf

OECD. (2003). The PISA 2003. Assessment Framework. Mathematics, Reading, Science and Problem Solving knowledge and skills. Paris: OECD. Retrieved from http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33694881.pdf

OECD. (2006). Assessing Scientific, Reading and Mathematical Literacy. A Framework for PISA 2006. Paris: OECD. Retrieved from http://www.oecdilibrary.org/docserver/download/9806031e.pdf?expires=1465551043&id=id&accname=guest&checksum=02E5A7F7B73F1CCFA0DA6E8336A2F3D8

Schleicher, A. (2012). Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the World. Paris: OECD Publishing. doi: http://dx.doi.org/10.1787/9789264xxxxxx-en

Schleicher, A. (2014). Equity, Excellence and Inclusiveness in Education Policy Lessons from Around the World. Paris: OECD Publishing. Retrieved from https://www.ucy.ac.cy/equality/documents/Articles-Material/OECD_2014_Report.pdf

Schleicher, A. (2015). Schools for 21st-Century Learners: Strong Leaders, Confident Teachers, Innovative Approaches, International Summit on the Teaching Profession. Paris: OECD Publishing. doi: http://dx.doi.org/10.1787/9789264231191-en

Publicado

2016-07-08

Número

Sección

Monográfico