The impact of PISA and the interrelation and development of assessment policy and assessment theory in Japan
| Autor: | Shuichi Ninomiya |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
media_common.quotation_subject
05 social sciences 050401 social sciences methods 050301 education Academic achievement computer.software_genre Literacy Education 0504 sociology Authentic assessment Educational assessment Pedagogy Achievement test Engineering ethics Sociology Education policy Japanese education Grading (education) 0503 education computer media_common |
| Zdroj: | Assessment in Education: Principles, Policy & Practice. 26:91-110 |
| ISSN: | 1465-329X 0969-594X |
| DOI: | 10.1080/0969594x.2016.1261795 |
| Popis: | PISA presents a new image for academic achievement, which has prompted Japanese education reforms over the past decade to innovate teaching and learning for ‘PISA-style literacy’. Supported by theoretical foundations, particularly with regard to the concept of ‘PISA literacy’ and ‘authentic assessment’, these reforms have accomplished progress in the focus on higher order competencies, such as application and the development of new assessment strategies. However, more recently, various critical discussions of ‘PISA literacy’ are underway in the Japanese academy. They interrogate it more critically and reveal the narrow emphasis on functional application and technical operation. Current assessment practices, which tend to fall into ‘criteria compliance’, are in urgent need of review. There is a need to extend the critical discussions in progress to the new assessment strategies. This paper responds to this, by considering the Japanese acceptance of ‘PISA literacy’ and its assessment, discussing the... |
| Databáze: | OpenAIRE |
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