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This is how the way the world measures success in education is changing
Since 2000 when the Organization for Economic Co-operation and Development (OECD) launched a global
academic benchmark for measuring student outcomes by testing 15-year-olds, many global education systems
have been impacted by what sometimes looks and feels like a race to rank high.
When the OECD launched the Programme for International Student Assessment — PISA — the idea was to
enable countries to make cross-national comparisons of student achievement using a common/standard metric to
increase human capital. In other words, higher academic achievement should corelate with earnings in the future
and a country’s standard of living. As PISA states, it publishes the results of the test a year after the students are
tested to help governments shape their education policies.
As PISA has developed, through seven global testing rounds every three years, with the first in 2000 and the
most recent in 2018, for some it has gained a reputation as the “Olympics of education” given the widespread
attention that country rankings receive following the release of results.
Now, partly in the face of criticisms, PISA is looking at expanding how and what it tests. As this process
unfolds, policy-makers must remember that the social consequences of a test are just as important as the test’s
content. Putting a new face on PISA will undoubtedly present various opportunities and challenges.
To date, PISA has been restricted to what is generally called the “cognitive” side of learning, focusing on
reading, mathematics and scientific literacy. In addition to test questions, students and school principals fill out
questionnaires to provide contextual information on student and school environment characteristics that can be
associated with more or less favourable performance.
Countries that excel in PISA tests, such as Finland, a country with less than six million people, have become
regarded by policy-makers as a “global reference society” — an ideal to aspire to — due to their high performance
in PISA rankings.
Asian countries or jurisdictions like Singapore, Hong Kong (China) and Japan tend to consistently achieve
exceptional PISA performances and hence get a lot of attention from other countries wishing to emulate their
success via borrowing policy. For example, England flew teachers out to China to study mathematics teaching.
In the next administration in 2021, PISA will tackle creative thinking, trying to find ways to assess, and have
students assess, flexibility in thinking and habits of creativity such as being inquisitive and persistent. The PISA
team is also developing a way of testing students’ digital learning, which should be ready in time for the 2024
assessment.
However, it should be remembered that education policies from high achieving nations don’t migrate across
international boundaries without consideration given to national and cultural contexts. Rather, innovations and
changes in education require teachers to have the time and opportunity to re-educate themselves in relation to
more recent insights in what it means to get the best out of children.
The OECD will need to respond to previous critiques and provide greater transparency around newer test
instruments and the choices made to arrive at rankings. The latter is no small challenge since the future focus of
PISA is based on topics which seem more difficult to evaluate than math, science or reading skills.
Disponível em: https://www.weforum.org/agenda/2019/04/new-global-testing-standards-will-force-countries-to-revisit-academic-rankings/. Acesso em: 25 jun.
2019. (Adaptado).
Considerando-se os aspectos linguísticos e estruturais presentes no texto, constata-se que
