THE RELEVANCE AND CONSEQUENCES OF PISA SCIENCE IN A DANISH CONTEXT.

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Bibliographic Details
Title:	THE RELEVANCE AND CONSEQUENCES OF PISA SCIENCE IN A DANISH CONTEXT.
Authors:	Dolin, Jens¹ dolin@ind.ku.dk, Krogh, Lars Brian² lars.krogh@ivs.au.dk
Source:	International Journal of Science & Mathematics Education. Jun2010, Vol. 8 Issue 3, p565-592. 28p. 4 Charts.
Subject Terms:	School environment, Education policy, Educational change, Educational objectives, Instructional systems, Educational evaluation, Socioeconomic factors
Geographic Terms:	Denmark
Company/Entity:	Programme for International Student Assessment
Abstract:	This article reports a case study that described and analyzed the changes in the Danish school culture induced and encouraged by the Programme for International Student Assessment (PISA) results. The educational policy and reforms that were temporally connected with the publication of the PISA 2000 results are outlined and the related socioeconomic and sociopolitical influences are explicated. Furthermore, we investigated to what degree the PISA science assessment framework and test system were in accordance with the Danish educational goals in science in order to discuss the relevance of PISA as a catalyst for the educational actions taken. The results of our inquiry revealed areas of good correspondence and fundamental differences related to values underlying the Danish school system and PISA, respectively (e.g., Bildung orientation versus cognitive skills/competency orientation, different learning/assessment paradigms). We argue that such differences are crucial when considering curricular relevance, validity, and the use of PISA as an agent of change on the national level. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article reports a case study that described and analyzed the changes in the Danish school culture induced and encouraged by the Programme for International Student Assessment (PISA) results. The educational policy and reforms that were temporally connected with the publication of the PISA 2000 results are outlined and the related socioeconomic and sociopolitical influences are explicated. Furthermore, we investigated to what degree the PISA science assessment framework and test system were in accordance with the Danish educational goals in science in order to discuss the relevance of PISA as a catalyst for the educational actions taken. The results of our inquiry revealed areas of good correspondence and fundamental differences related to values underlying the Danish school system and PISA, respectively (e.g., Bildung orientation versus cognitive skills/competency orientation, different learning/assessment paradigms). We argue that such differences are crucial when considering curricular relevance, validity, and the use of PISA as an agent of change on the national level. [ABSTRACT FROM AUTHOR]
ISSN:	15710068
DOI:	10.1007/s10763-010-9207-6