Recent years have brought a major shift in the field of international comparative education with the rise of quantitative assessments of student achievement. Within these studies, outside-school-time (OST) as a supplement and complement to schooling has been included. However, OST is difficult to define and measure; and challenges multiply when comparisons are made across countries and cultures. The Programme for International Student Assessment (PISA) managed by the Organisation for Economic Cooperation and Development (OECD) has sought to confront these challenges. It has had some success, and the 2015 PISA iteration showed advances over its predecessors; but it also showed significant shortcomings. With a methodological thrust, this article examines the challenges of preparing appropriate questions in English, translating those questions into other languages, and preparing meaningful cross-national comparisons. The article has pertinence not only within the specific domain of OST studies but also the wider thrusts of quantification in international comparisons.

中文翻译：

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衡量课外教育活动的挑战：国际学生评估计划 (PISA) 的经验和教训

近年来，随着对学生成绩的定量评估的兴起，国际比较教育领域发生了重大转变。在这些研究中，校外时间 (OST) 作为学校教育的补充和补充已被包括在内。然而，OST 很难定义和衡量；当跨国家和跨文化进行比较时，挑战会成倍增加。由经济合作与发展组织 (OECD) 管理的国际学生评估计划 (PISA) 试图应对这些挑战。它取得了一些成功，2015 年的 PISA 迭代显示出比其前辈的进步；但它也显示出明显的缺点。本文以方法论为重点，探讨了用英语准备适当问题的挑战，将这些问题翻译成其他语言，并准备有意义的跨国比较。这篇文章不仅在 OST 研究的特定领域内具有针对性，而且在国际比较中也具有更广泛的量化推力。