FROM PISA TO EDUCATIONAL STANDARDS: THE IMPACT OF LARGE-SCALE ASSESSMENTS ON SCIENCE EDUCATION IN GERMANY

The German education system does not traditionally rely on standardized testing. However, when the Programme for International Student Assessment (PISA) study revealed an average performance of German students compared to other participating countries, a particular proportion of low-performing stude...

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Bibliographic Details
Published in:International journal of science and mathematics education 2010-06, Vol.8 (3), p.545-563
Main Authors: Neumann, Knut, Fischer, Hans E., Kauertz, Alexander
Format: Article
Language:English
Subjects:
Benchmarking
Decision Making
Education
Educational Change
Educational Policy
Educational Research
Foreign Countries
German
Germany
Mathematics Education
Measurement
Program for International Student Assessment
Science Education
Scientific Literacy
Standardized Tests
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Summary:The German education system does not traditionally rely on standardized testing. However, when the Programme for International Student Assessment (PISA) study revealed an average performance of German students compared to other participating countries, a particular proportion of low-performing students, and remarkable disparities between the federal states, German policy makers decided for a major reform of the education system. A core piece of this reform was the introduction of National Education Standards. For science education, these standards were heavily influenced by the PISA results and its underlying framework. That is, with the standards, a paradigm shift took place from the German notion of Bildung towards the Anglo-American notion of literacy . With the introduction of these standards, a new field of empirical educational research was created: research on models of scientific literacy or competency models as a basis of benchmarking the standards. This article describes the German education system before PISA, summarizes the major findings from PISA, and describes how these findings informed the formulation of the performance standards for science education. It also details the measures undertaken to benchmark these standards. Finally, it provides insight into the issues with developing and benchmarking performance standards and points out future areas of research on evidence-based decision making in educational policy.
ISSN:1571-0068
1573-1774
DOI:10.1007/s10763-010-9206-7