A Call for a More Measured Approach to Reporting and Interpreting PISA Results

Leslie A. Rutkowski · David Rutkowski

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Global Educational Policies and Reforms School Choice and Performance Educational Assessment and Improvement

Abstract

In the current article, we consider the influential position of the Programme for International Student Assessment (PISA) and discuss several methodological areas that demonstrate the need for caution when using and interpreting PISA results. We motivate our argument by briefly describing the program’s increased influence in educational policy over time. Subsequently, we describe the methodological areas of interest, including sampling participants, the achievement estimation model, and measuring trends. We also offer our perspectives on how the Organisation for Economic Co-operation and Development might productively and more clearly communicate PISA’s limitations.

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References

1993Measurement Invariance, Factor Analysis and Factorial Invariance 2012Statistical Approaches to Measurement Invariance 2009Governing by numbers: the PISA ‘effect’ in Europe 2013PISA 2012 Assessment and Analytical Framework 2012Finnish lessons: What can the world learn from educational change in Finland?2010PISA 2009 Results: What Students Know and Can Do 1992Estimating Population Characteristics From Sparse Matrix Samples of Item Responses 2013The OECD and global governance in education

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