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ERIC Number: EJ1118233
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0267-1522
The Use of Large-Scale Assessment (PISA): Insights for Policy and Practice in the Case of Hong Kong
Sui Chu Ho, Esther
Research Papers in Education, v31 n5 p516-528 2016
This paper examines to what extent and how the data and results of PISA have been used for various education stakeholders and to what extent PISA affect educational policy and practices in Hong Kong. From the point of view of the government, PISA has played an important role in supporting and legitimising government educational reform since 2000. It has supported curricula frameworks and to some extent development and reform from the philosophical and educational viewpoints. However, the mass media and general public seldom went beyond ranking to look at other variables that might inform policy with the exception of some researchers and curriculum developers. Nonetheless, considerable effort has been expended by key researchers in Hong Kong in disseminating information about PISA prior to and after the administration of each assessment and in sharing the Hong Kong results, through such means as press conferences, seminars, international conferences, research and professional development. Experience from the case of Hong Kong suggested that, by keeping international assessment low stake but making good use of it to inform different stakeholders and initiating teacher professional development could be a cost-effective tool to drive educational reform. However, there is a tendency of overuse or abuse of international assessments by making international assessment high stakes, which might create unnecessary pressure for participating schools, teachers and students.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A