ABSTRACT

‘Global Competence’ (GC) is currently being visualized by international and national bodies as an education imperative. Not only has GC become ubiquitous as a policy idea, it is, in 2018, being assessed by the Organization for Economic Cooperation and Development’s (OECD) Programme for International Student Assessment (PISA). PISA has quantified the multifaceted concept of GC into a series of measurable and comparable constructs. Using concepts from (Science and Technology Studies) STS, the aim of this paper is to explore how a selection of students in Victoria understand and respond to the assessment of global competence in PISA 2018. The methodology of ‘survey encounters’ was employed to elicit students’ thinking as they encountered the questions on the survey. While the PISA survey was developed to test the students, the methodology of ‘survey encounters’ also provided an opportunity for the students to test the PISA survey.

摘要

“全球能力”（GC）目前正被国际和国家机构视为教育的当务之急。GC 不仅作为一种政策理念无处不在，而且在 2018 年，它正在接受经济合作与发展组织 (OECD) 的国际学生评估计划 (PISA) 的评估。PISA 将 GC 的多方面概念量化为一系列可衡量和可比较的结构。使用（科学和技术研究）STS 的概念，本文的目的是探讨维多利亚选择的学生如何理解和回应 PISA 2018 中的全球能力评估。采用“调查遭遇”的方法来引出学生在遇到调查问题时的思考。虽然 PISA 调查是为了测试学生而开发的，