PISA: the Pedagogical Price of an International Evaluation
This article aims to determine whether the “misuse” of PISA results has adverse impacts on the education system and its teachers. A hermeneutic methodology was employed, which consisted in a reflection on indicators identified from data analysis. The results observed included a continuous improvemen...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | México |
| Institución: | Universidad Autónoma de Baja California Sur |
| Repositorio: | Repositorio Institucional de la UABCS |
| Idioma: | español |
| OAI Identifier: | oai:repositorioinstitucional.uabc.mx:20.500.12930/6381 |
| Acceso en línea: | https://redie.uabc.mx/index.php/redie/article/view/2673 |
| Access Level: | acceso abierto |
| Palabra clave: | PISA teachers quality of education education system evaluation. docentes calidad de la educación sistema educativo evaluación. |
| Sumario: | This article aims to determine whether the “misuse” of PISA results has adverse impacts on the education system and its teachers. A hermeneutic methodology was employed, which consisted in a reflection on indicators identified from data analysis. The results observed included a continuous improvement among Spanish students in mathematics, science, and reading comprehension in different evaluations from 2006 to 2016, but the research also identified how the education system has changed and adapted based on the needs and requests of PISA, regardless of the needs of the students themselves. In conclusion, this study shows that PISA informs education policy; the media and politicians distort the reality of results while targeting teachers; creativity, innovation, diversity, values education, and capacity building are being left behind; the school curriculum and schedules prioritize certain subjects; and equity is falling apart, leading to social divisions. |
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