PISA: the Pedagogical Price of an International Evaluation

PISA: the Pedagogical Price of an International Evaluation

This article aims to determine whether the “misuse” of PISA results has adverse impacts on the education system and its teachers. A hermeneutic methodology was employed, which consisted in a reflection on indicators identified from data analysis. The results observed included a continuous improvemen...

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Autores principales: Sanz Ponce, Roberto, Serrano Sarmiento, Ángela, González Bertolín, Aurelio
Formato: Online
Lenguaje:spa
Publicado: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020
Acceso en línea:https://redie.uabc.mx/redie/article/view/2673
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spelling redie-article-26732024-05-08T20:37:15Z PISA: the Pedagogical Price of an International Evaluation PISA: el precio pedagógico de una evaluación internacional Sanz Ponce, Roberto Serrano Sarmiento, Ángela González Bertolín, Aurelio PISA teachers quality of education education system evaluation. PISA docentes calidad de la educación sistema educativo evaluación. This article aims to determine whether the “misuse” of PISA results has adverse impacts on the education system and its teachers. A hermeneutic methodology was employed, which consisted in a reflection on indicators identified from data analysis. The results observed included a continuous improvement among Spanish students in mathematics, science, and reading comprehension in different evaluations from 2006 to 2016, but the research also identified how the education system has changed and adapted based on the needs and requests of PISA, regardless of the needs of the students themselves. In conclusion, this study shows that PISA informs education policy; the media and politicians distort the reality of results while targeting teachers; creativity, innovation, diversity, values education, and capacity building are being left behind; the school curriculum and schedules prioritize certain subjects; and equity is falling apart, leading to social divisions. El objetivo del artículo es comprobar si el “mal uso” de los resultados PISA tiene consecuencias perversas para el sistema educativo y sus docentes. Para ello se empleó la metodología hermenéutica mediante la reflexión de indicadores extraídos del análisis de datos. Entre los resultados obtenidos se observó una mejora constante del estudiantado español en Matemáticas, Ciencias y Comprensión lectora en las diferentes evaluaciones 2006-2016, pero también se detectó cómo el sistema educativo se ha transformado y adaptado a las necesidades y solicitudes de PISA, independientemente de las necesidades de los alumnos. Como conclusiones se evidencia que PISA orienta las políticas educativas; que los medios y los políticos distorsionan la realidad de los resultados y sitúan en la diana al docente; que la creatividad, innovación, diversidad, educación en valores y desarrollo de capacidades quedan relegadas; que el currículum y el horario priorizan ciertas asignaturas y que la equidad se resquebraja, generando fractura social. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020-09-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml https://redie.uabc.mx/redie/article/view/2673 10.24320/redie.2020.22.e22.2673 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 13 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 13 1607-4041 spa https://redie.uabc.mx/redie/article/view/2673/2034 https://redie.uabc.mx/redie/article/view/2673/2035 https://redie.uabc.mx/redie/article/view/2673/2050 Derechos de autor 2020 Roberto Sanz Ponce, Ángela Serrano Sarmiento, Aurelio González Bertolín https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Sanz Ponce, Roberto
Serrano Sarmiento, Ángela
González Bertolín, Aurelio
spellingShingle Sanz Ponce, Roberto
Serrano Sarmiento, Ángela
González Bertolín, Aurelio
PISA: the Pedagogical Price of an International Evaluation
author_facet Sanz Ponce, Roberto
Serrano Sarmiento, Ángela
González Bertolín, Aurelio
author_sort Sanz Ponce, Roberto
title PISA: the Pedagogical Price of an International Evaluation
title_short PISA: the Pedagogical Price of an International Evaluation
title_full PISA: the Pedagogical Price of an International Evaluation
title_fullStr PISA: the Pedagogical Price of an International Evaluation
title_full_unstemmed PISA: the Pedagogical Price of an International Evaluation
title_sort pisa: the pedagogical price of an international evaluation
description This article aims to determine whether the “misuse” of PISA results has adverse impacts on the education system and its teachers. A hermeneutic methodology was employed, which consisted in a reflection on indicators identified from data analysis. The results observed included a continuous improvement among Spanish students in mathematics, science, and reading comprehension in different evaluations from 2006 to 2016, but the research also identified how the education system has changed and adapted based on the needs and requests of PISA, regardless of the needs of the students themselves. In conclusion, this study shows that PISA informs education policy; the media and politicians distort the reality of results while targeting teachers; creativity, innovation, diversity, values education, and capacity building are being left behind; the school curriculum and schedules prioritize certain subjects; and equity is falling apart, leading to social divisions.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2020
url https://redie.uabc.mx/redie/article/view/2673
_version_ 1798984259219750912

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