Challenges for PISA

Authors

  • Andreas Schleicher Organisation for Economic Co-operation and Development

DOI:

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

Keywords:

PISA project, assessment of learning, assessment of educational systems, education, students.

Abstract

The OECD Programme for International Student Assessment (PISA) provides a framework in which over 80 countries collaborate to build advanced global metrics to assess the knowledge, skills and character attributes of the students. The design of assessments poses major conceptual and technical challenges, as successful learning. Beyond a sound conceptual foundation, PISA needed to fulfil a range of sometimes competing demands. The school administrators, policymakers, and teachers need to be able to use this assessment information to determine how to create better opportunities for student learning. Assessments should also provide productive feedback, at appropriate levels of detail, to fuel improvement and accountability decisions at each level of the education systems. In fact, also to assess of reading, mathematics and science as key foundation skills, PISA is now progressively incorporating also some of the broader cognitive, social and emotional competencies.

Author Biography

Andreas Schleicher, Organisation for Economic Co-operation and Development

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.

References

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

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Published

2016-07-08

Issue

Vol. 22 No. 1 (2016)

Section

Special Section

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