Towards productive critique of large-scale comparisons in education

International large-scale assessments and comparisons (ILSAs) in education have become significant policy phenomena. How a country fares in these assessments has come to signify not only how a nation's education system is performing, but also its future prospects in a global economic 'race...

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Bibliographic Details
Published in:Critical studies in education 2017-09, Vol.58 (3), p.341-355
Main Author: Gorur, Radhika
Format: Article
Language:English
Subjects:
Achievement Tests
Assemblage
Comparative Education
Criticism
Cross Cultural Studies
Educational Policy
Educational Research
Educational sociology
Foreign Countries
Global approach
Global metrics
Influence of Technology
Interdisciplinary Approach
International Assessment
International comparisons
International surveys
Large scale assessment
Metrics
PISA
Policy analysis
Policy formation
Programme for International Student Assessment (PISA)
Researchers
Scientific Research
Secondary School Students
socio-technical assemblages
Statistics
STS
Student assessment
Validity
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Summary:International large-scale assessments and comparisons (ILSAs) in education have become significant policy phenomena. How a country fares in these assessments has come to signify not only how a nation's education system is performing, but also its future prospects in a global economic 'race'. These assessments provoke passionate arguments at specialist conferences and in scholarly journals and they are just as passionately debated in the media. Within academe, ILSAs are researched by sociologists and psychometricians, policy experts and statisticians. This multidisciplinary, multi-voice discussion has not always served to highlight the complexity of the issues involved. Instead, discussions across various groups of actors have often led to a polarisation of views and a hardening of stances. Large-scale comparisons have deeply divided academic opinion with regard to their validity, usefulness and use. The divergence in ontological commitments, methodologies and paradigms of research makes discussions among one set of scholars almost incomprehensible to another. New theories, concepts and vocabularies are urgently required to engage productively with this important phenomenon. Borrowing concepts from Science and Technology Studies (STS) and the history and sociology of numbers, I argue that understanding such comparative exercises as socio-technical assemblages would move the critique of large-scale comparisons in education in more productive directions.
ISSN:1750-8487
1750-8495
DOI:10.1080/17508487.2017.1327876