ABSTRACT The OECD is extending the participation of low- and middle-income nations in its Programme for International Student Assessment (PISA). To explore how PISA can be made more relevant to these contexts, a pilot study, PISA for Development (PISA-D), was launched. Translating PISA into PISA-D required the development of instruments that had relevance to the new contexts while maintaining comparability across all PISA participants. Drawing on Science and Technology Studies and Callon et al’s theory of the three stages of translation of research, and based on detailed empirical data, this paper describes how the technical and the political, and the material and the semiotic, work together to make PISA ‘fit’ new contexts, while at the same time making the new contexts ‘fit’ PISA. This paper demonstrates how international comparisons demand profound changes in the ways countries come to know, represent, and act upon their education systems.

中文翻译：

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翻译PISA，翻译世界

摘要 经合组织正在扩大中低收入国家对其国际学生评估计划 (PISA) 的参与。为了探索如何使 PISA 与这些背景更加相关，启动了一项名为 PISA 促进发展 (PISA-D) 的试点研究。将 PISA 转化为 PISA-D 需要开发与新环境相关的工具，同时保持所有 PISA 参与者的可比性。本文借鉴科技研究和 Callon 等人关于翻译研究的三个阶段的理论，并基于详细的实证数据，描述了技术与政治、材料与符号如何协同作用，使 PISA '适应”新的环境，同时使新的环境“适应”PISA。