Policymaking to the Test? How International Large-Scale Assessments (ILSAs) Influence Repetition Rates
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| Title: | Policymaking to the Test? How International Large-Scale Assessments (ILSAs) Influence Repetition Rates |
|---|---|
| Language: | English |
| Authors: | Manuel Enrique Cardoso (ORCID |
| Source: | International Studies in Sociology of Education. 2024 33(3):275-300. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, International Assessment, Educational Policy, Grade Repetition, Elementary Secondary Education, Educational Sociology, Instructional Effectiveness |
| Geographic Terms: | Latin America |
| DOI: | 10.1080/09620214.2022.2090414 |
| ISSN: | 0962-0214 1747-5066 |
| Abstract: | Do international large-scale assessments influence education policy? How? Through scripts, lessons, or incentives? For some, they all produce similar outcomes. For others, different assessment data, shaped by different designs, and mediated by international organizations' (IOs) policy directives, prompt different policy decisions. For some, participation in these assessments may be linked to lower repetition rates, as per the policy scripts hypothesis inspired by world society theory. For others, assessments' comparison strategies (age vs. grade) influence repetition in participating countries, according to policy lessons or incentives hypotheses, respectively inspired by educational effectiveness research and the sociology of quantification, and particularly the notion of retroaction. Fixed-effects panel regression models of eighteen Latin American countries (1992-2017) show that participation in assessments is associated with changing repetition rates in primary and secondary, while controlling for other factors. The findings show statistically significant differences between some assessment types. The conclusions spur new questions, delineating a future agenda. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1438870 |
| Database: | ERIC |
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