ABSTRACT

The Programme of International Student Assessment (PISA) has instigated domestic policy debate aimed at improving education systems’ quality and efficiency. Its high performers are often described as knowledge-based legitimation tools that have become reference societies. This article analyses if and the extent to which PISA affects the choice of reference societies used in education policy. We conducted a systematic literature review of scholarly peer-reviewed journal articles. We identify two ways in which PISA affects the reference societies chosen: it builds but also triggers the collapse of the reference societies used in domestic education policy. However, there are also cases in which PISA has little influence on which countries or regions are used as references. The domestic processes of choosing the reference societies used in education policy emerge as more nuanced than first expected. This article provides a firm basis for a much-needed understanding of the topic.

摘要

国际学生评估计划 (PISA) 引发了旨在提高教育系统质量和效率的国内政策辩论。它的高绩效者通常被描述为基于知识的合法化工具，这些工具已成为参考社会。本文分析了 PISA 是否以及在多大程度上影响了教育政策中使用的参考社团的选择。我们对学术同行评议的期刊文章进行了系统的文献综述。我们确定了 PISA 影响所选参考社团的两种方式：它建立但也触发了国内教育政策中使用的参考社团的崩溃。但也有PISA对参考哪些国家或地区影响不大的情况。选择用于教育政策的参考社会的国内过程比最初预期的更加微妙。本文为对该主题的急需理解提供了坚实的基础。