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Running the Wrong Race? The Case of PISA for Development.

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Title: Running the Wrong Race? The Case of PISA for Development.
Authors: Rutkowski, David, Rutkowski, Leslie
Source: Comparative Education Review. Feb2021, Vol. 65 Issue 1, p147-165. 19p. 4 Charts, 4 Graphs.
Subject Terms: *Assessment of education, *Education policy, Low-income countries
Company/Entity: Programme for International Student Assessment , Organisation for Economic Co-operation & Development
Abstract: With the aim of developing an assessment more appropriate for low-income countries, in 2013 the Organisation for Economic Co-operation and Development initiated the Programme for International Student Assessment for Development (PISA-D). Designed as a one-off assessment project resulting in scores comparable to PISA, nine countries joined the project. In this article, we focus on whether PISA-D does what it sets out to do, namely, appropriately measure the specified content in the selected populations. In particular, we investigate the degree to which PISA-D is well-suited for measuring low-performing educational systems. To that end, we detail how well the modifications designed to make PISA-D an "easy" instrument capture assessed populations. We conclude the article with policy implications of our findings. [ABSTRACT FROM AUTHOR]
Copyright of Comparative Education Review is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Running the Wrong Race? The Case of PISA for Development.
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  Data: With the aim of developing an assessment more appropriate for low-income countries, in 2013 the Organisation for Economic Co-operation and Development initiated the Programme for International Student Assessment for Development (PISA-D). Designed as a one-off assessment project resulting in scores comparable to PISA, nine countries joined the project. In this article, we focus on whether PISA-D does what it sets out to do, namely, appropriately measure the specified content in the selected populations. In particular, we investigate the degree to which PISA-D is well-suited for measuring low-performing educational systems. To that end, we detail how well the modifications designed to make PISA-D an "easy" instrument capture assessed populations. We conclude the article with policy implications of our findings. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Comparative Education Review is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Programme for International Student Assessment
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              Text: Feb2021
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