Leaning too far? PISA, policy and Australia's ‘top five’ ambitions

Gorur, Radhika and Wu, Margaret 2015, Leaning too far? PISA, policy and Australia's ‘top five’ ambitions, Discourse: studies in the cultural politics of education, vol. 36, no. 5, pp. 647-664, doi: 10.1080/01596306.2014.930020.

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Title Leaning too far? PISA, policy and Australia's ‘top five’ ambitions
Author(s) Gorur, RadhikaORCID iD for Gorur, Radhika orcid.org/0000-0002-4528-0793
Wu, Margaret
Journal name Discourse: studies in the cultural politics of education
Volume number 36
Issue number 5
Start page 647
End page 664
Total pages 18
Publisher Taylor and Francis
Place of publication Oxford, Eng.
Publication date 2015
ISSN 0159-6306
Summary  Australia has declared its ambition to be within the ‘top five’ in the Programme for International Student Assessment (PISA) by 2025. So serious is it about this ambition, that the Australian Government has incorporated it into the Australian Education Act, 2013. Given this focus on PISA results and rankings, we go beyond average scores to take a close look at Australia’s performance in PISA, examining rankings by different geographical units, by item content and by test completion. Based on this analysis and using data from interviews with measurement and policy experts, we show how uninformative and even misleading the ‘average performance scores’, on which the rankings are based, can be. We explore how a more nuanced understanding would point to quite different policy actions. After considering the PISA data and Australia’s ‘top five’ ambition closely, we argue that neither the rankings nor such ambitions should be given much credence.
Language eng
DOI 10.1080/01596306.2014.930020
Field of Research 160506 Education Policy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Taylor and Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30074812

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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