This chapter provides an overview of what we can learn from the PISA data. The first contribution explores some of the insights from analyses of within country data. The next two question the validity of some of the findings. The second contribution uses the French data to explore how certain features of the PISA items are problematic while the third shows that the analyses offered by the OECD of the data and their policy implications are not justified. The final contribution demonstrates what it is possible to learn from the log files obtained with the computerized assessment. Taken together they offer an overview of the strengths and weaknesses of PISA and question some of the trust placed by policy makers in the findings.
PISA 2015: What Can Science Education Learn from the Data? / Osborne, J.; Forbes, C.; Neuman, K.; Schiepe-Tiska, A.; Duclos, M.; Le Hebel, F.; Tiberghien, A.; Montpied, P.; Fontanieu, V.; Dozier, S.; Azzolini, D.; Bazoli, N.; Vergolini, L.. - STAMPA. - (2021), pp. 73-90. [10.1007/978-3-030-74490-8_7]
PISA 2015: What Can Science Education Learn from the Data?
Bazoli, N.;Vergolini, L.
2021
Abstract
This chapter provides an overview of what we can learn from the PISA data. The first contribution explores some of the insights from analyses of within country data. The next two question the validity of some of the findings. The second contribution uses the French data to explore how certain features of the PISA items are problematic while the third shows that the analyses offered by the OECD of the data and their policy implications are not justified. The final contribution demonstrates what it is possible to learn from the log files obtained with the computerized assessment. Taken together they offer an overview of the strengths and weaknesses of PISA and question some of the trust placed by policy makers in the findings.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
