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ERIC Number: ED478184
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
Policy and Practice Implications of the Program for International Student Assessment (PISA) 2000. Report of the International Reading Association PISA Task Force.
Topping, Keith; Valtin, Renate; Roller, Cathy; Brozo, William; Dionisio, M. Lourdes
The Program for International Student Assessment (PISA) is a study of comparisons. Subjects, 15-year-old students from 32 participating countries, were compared in their abilities to "use literacy knowledge and skills to meet real-life challenges," as assessed on a two-hour, paper-and-pencil test. Students also responded to a questionnaire related to a range of individual, home, and school factors. Principals of participating schools were also asked to complete a survey. Survey data were analyzed relative to reading literacy test performance to find possible explanations for cross-national patterns of strengths and weaknesses. This report begins with a discussion of current conceptions of literacy and the extent to which PISA's guiding notions are aligned with them. The report then follows with a critique of certain measurement practices in the PISA initiative. Next, it summarizes key findings from PISA and offers potential policy guidelines based on the findings. The report analyzes and interprets the three PISA documents published at the time of writing (OECD, 2001, 2002a, 2002b) and from them draws implications for action offering policy and practice. It notes that offering policy recommendations that account for all 32 countries is fraught with danger, but, with caveats and cautions, the report attempts to satisfy the charge given to the PISA Task Force by making necessary global yet legitimate recommendations for consideration by the International Reading Association. Contains 5 references and an exploratory analysis of relationships between gender and achievement. (NKA)
Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. For full text:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: International Reading Association, Newark, DE.
Identifiers - Assessments and Surveys: Program for International Student Assessment