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Year 2020, Volume: 1 Issue: 1, 56 - 70, 04.06.2020

Abstract

References

  • Addey, C., Sellar, C. (2018). “Why Do Countries Participate in PISA? Understanding the Role of International Large-Scale Assessments in Global Education Policy.” Global Education Policy and International Development: New Agendas, Issues and Policies, 97-117.
  • Andrews, P., Atkinson, L., Ball, S. J., Barber, M., Beckett, L., Berardi, J., ... & Boudet, D, et al. (2014, May 6). “OECD and PISA Tests are Damaging Education Worldwide-Academics.” The Guardian, https://www.theguardian.com/education/2014/may/06/oecd-pisa-tests-damaging-education-academics
  • Aydın, A., Selvitopu, A., & Kaya, M. (2018). Eğitime yapılan yatırımlar ve PISA 2015 sonuçları karşılaştırmalı bir inceleme. Elementary Education Online, 17(3).
  • Aypay, A. (2015). Eğitim Politikası. Pegem Akademi: Ankara
  • Baird, J.-A., Isaacs, T., Johnson, S., Stobart, G., Yu, G., Sprague, T., et al. (2011). Policy effects of PISA. Oxford: Oxford University Centre for Educational Assessment.
  • Baker, D. P., and G. Lenhardt. (2008). “The Institutional Crisis of the German Research University.” Higher Education Review, 21:49–64.
  • Baker, D. P., and G. K. LeTendre. (2005). National Differences, Global Similarities: World Culture and the Future of Schooling. Stanford, CA: Stanford University Press.
  • Bakioğlu, A., & Korumaz, M. (2019). Eğitim Politikaları Kuramlar, Yöntemler, Göstergeler, Etkiler ve Uygulamalar. Nobel: Ankara
  • Białecki, I., Jakubowski, M., & Wiśniewski, J. (2017). Education policy in Poland: The impact of PISA (and other international studies). European Journal of Education, 52(2), 167-174. DOI: 10.1111/ejed.12216
  • Bonnet, G. (2002). Reflections in a critical eye: On the pitfalls of international assessment. Assessment in Education: Principles, Policy & Practice, 9(3), 387-399
  • Bracey, G.W. (2004). International comparisons: Less than meets the eye? Phi Delta Kappan 85 (6): 477–8.
  • Breakspear, S. (2014). How Does PISA Shape Education Policy Making? Why How We Measure Learning Determines What Counts in Education, Centre for Strategic Education Seminar Series Paper (Vol. 40). Melbourne
  • https://simonbreakspear.com/wp-content/uploads/2015/09/Breakspear-PISA-Paper.pdf
  • Chung, J. (2010). Finland, PISA, and the Implications of International Achievement Studies on Education Policy. In The Impact of International Achievement Studies on Education Policy, edited by A. W. Wisemann, 267–294. Bingley: Emerald Group. doi:10.1108/S1479-3679(2010) 0000013016
  • Crossley, M. (2014). Global league tables, big data and the international transfer of educational research modalities. Comparative Education, 50(1), 15–26. DOI:10.1080/03050068.2013.871438
  • Çelik, K., & Yurdakul, A. (2020). Investigation of PISA 2015 Reading Ability Achievement of Turkish Students in Terms of Student and School Level Variables. International Journal of Assessment Tools in Education, 7(1), 30-42. Darling-Hammond, L. 2011. Foreword.” In Surpassing Shanghai: An Agenda for American Education Built on the World‘s Leading Systems, edited by M. Tucker, ix–xii. Cambridge, Mass: Harvard Education Press
  • Davis, E. R., Wilson, R., & Dalton, B. (2020). Another slice of PISA: An interrogation of educational cross-national attraction in Australia, Finland, Japan and South Korea. Compare: A Journal of Comparative and International Education, 50(3), 309-331. DOI: 10.1080/03057925.2018.1510305
  • Dohn, N.B. (2007). Knowledge and skills for PISA. Assessing the assessment. Journal of Philosophy of Education 41(1) ,2–16.
  • Dolin, J., & Krogh, L. B. (2010). The relevance and consequences of PISA science in a Danish context. International Journal of Science and Mathematics Education, 8(3), 565-592.
  • Feniger, Y., Livneh, I. & Yogev, A. (2012). Globalisation and the politics of international tests: the case of Israel. Comparative Education, 48(3), 323-335.
  • Feniger, Y., & Lefstein, A. (2014). How not to reason with PISA data: An ironic investigation. Journal of Education Policy, 29(6), 845-855.
  • Figazzolo, L. 2009. Impact of PISA 2006 on the education policy debate. Presentation at the Education International Research Network Fifth Annual Meeting, 10–11 March 2009, Brussels, Belgium. http://www.ei-ie.org/research/en/documentation.php
  • Grek, S. (2009). Governing by numbers: The PISA ‘effect’ in Europe. Journal of Education Policy, 24(1), 23–37. DOI:10. 1080/02680930802412669
  • Güner, H., Çelebi, N., Kaya, G. T., & Korumaz, M. (2014). Neoliberal eğitim politikaları ve eğitimde fırsat eşitliği bağlamında uluslararası sınavların (PISA, TIMSS ve PIRLS) analizi. Journal of History Culture and Art Research, 3(3), 33-75.
  • Gür, B. S., Celik, Z., & Özoğlu, M. (2012). Policy options for Turkey: A critique of the interpretation and utilization of PISA results in Turkey. Journal of Education Policy, 27(1), 1-21.
  • Hogan, A. (2016). “NAPLAN and the Role of Edu-Business: New Governance, New Privatisations and New Partnerships in Australian Education Policy.” The Australian Educational Researcher 43 (1): 93–110. DOI:10.1007/s13384-014-0162-z
  • Huang, H., & Kan, Y. (2020). The impact of the OECD on education worldwide, Asia Pacific Journal of Education. DOI: 10.1080/02188791.2020.1712057
  • Kamens, D. H., & McNeely, C. L. (2010). Globalization and the growth of international educational testing and national assessment. Comparative Education Review, 54(1), 5-25.
  • Knighton, T., Brochu, P. and Gluszynski, T. (2010) Measuring up: Canadian results of the OECD PISA study. Human Resources and Skill Development Canada, Council of Ministers of Education, Canada, and Statistics Canada. http://www.statcan.gc.ca/pub/81-590-x/81-590-x2004001-eng.pdf [Erişim Tarihi: 07.04.2020].
  • Knodel, P., Martens, K., & Niemann, D. (2013). PISA as an ideational roadmap for policy change: exploring Germany and England in a comparative perspective. Globalisation, Societies and Education, 11(3), 421–441. DOI:10.1080/14767724.2012.761811
  • Lau, K. C. (2009). A critical examination of PISA’s assessment on scientific literacy. International Journal of Science and Mathematics Education. 7(2), 1061–88
  • Lewis, S. (2017). Policy, Philanthropy and Profit: The OECD’s PISA for Schools and New Modes of Heterarchical Educational Governance. Comparative Education 53 (4), 518–537.
  • Lingard, B. (2013). The Impact of Research on Education Policy in an Era of EvidenceBased Policy. Critical Studies in Education 54 (2): 113–131
  • Martens, K., & Niemann, D. (2013). When Do Numbers Count? the Differential Impact of the PISA Rating and Ranking on Education Policy in Germany and the US. German Politics 22 (3): 314–332. DOI:10.1080/09644008.2013.794455
  • Meyer, H. D., & Benavot, A. (Eds.). (2013). PISA, power, and policy: The emergence of global educational governance. Oxford: Symposium Books Ltd. MEB. (2015). TIMSS Tanıtım Kitapçığı Erişim Tarihi: 09.04.2020http://timss.meb.gov.tr/wp-content/uploads/Tanitim_Kitapcigi.pdf
  • Mons, N., & Pons, X. (2013). Why no “PISA shock” occurred in France? Sociology of the reception of an international survey (2001-2008). Revue Française De Pédagogie, (1), 9-18.
  • Morrow, R.A. & Torres, C. A. (2000). The State, Globalization, and Educational Policy. In N.C. Burbules and C.A. Torres (Ed.), Globalization and education: Critical perspectives. New York and London: Routledge.
  • Mullis, I. V., Martin, M. O., Kennedy, A. M., Trong, K. L., & Sainsbury, M. P. (2015). TIMSS 2017 Assessment frameworks. TIMMS and Pirls International Study Center, Boston College.
  • Mullis, I. V., & Martin, M. O. (2017). TIMSS 2019 Assessment Frameworks. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
  • Odendahl, W. (2017). " Bildungskrise"--PISA and the German Educational Crisis. IAFOR Journal of Education, 5(1), 209-226.
  • OECD. (2007a). PISA 2006 science competencies for tomorrow’s world: Volume 1 analysis. Paris: OECD.
  • Rappleye, J., Komatsu, H., Uchida, Y., Krys, K., & Markus, H. (2020). ‘Better policies for better lives’?: constructive critique of the OECD’s (mis) measure of student well-being. Journal of Education Policy, 35(2), 258-282.
  • Ringarp, J. (2016). PISA lends legitimacy: A study of education policy changes in Germany and Sweden after 2000. European Educational Research Journal, 15(4), 447-461. Rizvi, F., & Lingard, B. (2006). Globalization and the changing nature of the OECD’s educational work. In H. Lauder, P. Brown, J.-A. Dillabough, & A. Halsey (Eds.), Education, globalization and social change (pp. 247–260). Oxford: Oxford University Press.
  • Rochex, J-Y. (2006). Social, Methodological, and Theoretical Issues Regarding Assessment: Lessons From A Secondary Analysis of PISA 2000 Literacy Test. Review of Research in Education 30: 163–212.
  • Schleicher, A. (2018). PISA 2018: Insights and Interpretations. Retrieved from Organisation for Economic Co-operation and Development (OECD) https://www.oecd.org/pisa/PISA%202018%20Insights%20and%20Interpretations%20FINAL%20PDF.pdf
  • Sellar, S., & Lingard, B. (2013). Looking East: Shanghai, PISA 2009 and the reconstitution of reference societies in the global education policy field. Comparative Education, 49(4), 464-485.
  • Sjøberg, S. (2007). PISA and «Real Life Challenges»: Mission Impossible? In Hopman, Brinek & Rezl (Eds (2007). Wien: LIT Verlag 2007. ISBN 978-3-8258-0946-1. p. 203-224
  • Smith, G. (2013). Dispelling Three Decades of ‘Educational Reform’. Monthly Review, 65(4), 58.
  • Steiner-Khamsi, G. (2006). The Economics of Policy Borrowing and Lending: A Study of Late Adopters. Comparative Education 32 (5): 665–678. DOI:10.1080/03054980600976353.
  • Stray, J. H., & Wood, B. (2020). Global-local education policy dynamics: A case study of New Zealand and Norway. Scandinavian Journal of Educational Research, 64(2), 256-269.
  • Takayama, K., F. Waldow, and Y.-K. Sung. (2013). Finland Has It All? Examining the Media Accentuation of ‘Finnish Education’ in Australia, Germany and South Korea. Research in Comparative and International Education 8 (3): 307–325. DOI:10.2304/rcie.2013.8.3.307.
  • Takayama, K. (2009). The Politics of International League Tables: PISA in Japan’s Achievement Crisis Debate. Comparative Education 4(4), 387–407.
  • Taylor, S., & Henry, M. (2007). Globalization and educational policymaking: a case study. In The RoutledgeFalmer reader in education policy and politics (pp. 111-126). Routledge.
  • Wallace, M. (1993). Discourse of Derision: The Role of the Mass Media within the Education Policy Process. Journal of Education Policy 8 (4): 321–337. DOI:10.1080/0268093930080402.
  • Wieczorek, O., Münch, R., Brand, A., & Schwanhäuser, S. (2020). Governing the School by Transnational Networks. The OECD PISA Policy Advisor Network in the Global Field of Power. DOI: 10.31235/osf.io/ahpfw
  • Yemini, M., & N. Gordon. (2017). Media Representations of National and International Standardised Testing in the Israeli Education System. Discourse: Studies in the Cultural Politics of Education 38 (2): 262–276. DOI:10.1080/01596306.2015.1105786.

International Comparison Tests and Transformation of National Education Policies: A Critical Perspective

Year 2020, Volume: 1 Issue: 1, 56 - 70, 04.06.2020

Abstract

The demand for international comparison exams and their importance in the education policy agenda are increasing day by day. These examinations effectively generate references and justifications for educational policies in the transformation of global education and reforms in the education systems of countries. In the literature, it is possible to find many studies that examine the effects of these exams and both support and criticize these applications. In this study, examples are given in the context of the literature on the effects of international comparison exams on the education policies of countries; Criticism of the reforms made based on both the comparison tests and the results of these tests were mentioned. Finally, recommendations have been made for the implementation of these exams and changes in national education policy. As a result, the creation of an education system that focuses on standardized tests causes irreparable harm to students and educators. Neglecting differences and local values and evaluating the education system only with multiple choice tests lead to negative consequences in societies. Seeing the effects of the reforms in a short time causes doubts; media produces destructive and exaggerated discourses about education systems.

References

  • Addey, C., Sellar, C. (2018). “Why Do Countries Participate in PISA? Understanding the Role of International Large-Scale Assessments in Global Education Policy.” Global Education Policy and International Development: New Agendas, Issues and Policies, 97-117.
  • Andrews, P., Atkinson, L., Ball, S. J., Barber, M., Beckett, L., Berardi, J., ... & Boudet, D, et al. (2014, May 6). “OECD and PISA Tests are Damaging Education Worldwide-Academics.” The Guardian, https://www.theguardian.com/education/2014/may/06/oecd-pisa-tests-damaging-education-academics
  • Aydın, A., Selvitopu, A., & Kaya, M. (2018). Eğitime yapılan yatırımlar ve PISA 2015 sonuçları karşılaştırmalı bir inceleme. Elementary Education Online, 17(3).
  • Aypay, A. (2015). Eğitim Politikası. Pegem Akademi: Ankara
  • Baird, J.-A., Isaacs, T., Johnson, S., Stobart, G., Yu, G., Sprague, T., et al. (2011). Policy effects of PISA. Oxford: Oxford University Centre for Educational Assessment.
  • Baker, D. P., and G. Lenhardt. (2008). “The Institutional Crisis of the German Research University.” Higher Education Review, 21:49–64.
  • Baker, D. P., and G. K. LeTendre. (2005). National Differences, Global Similarities: World Culture and the Future of Schooling. Stanford, CA: Stanford University Press.
  • Bakioğlu, A., & Korumaz, M. (2019). Eğitim Politikaları Kuramlar, Yöntemler, Göstergeler, Etkiler ve Uygulamalar. Nobel: Ankara
  • Białecki, I., Jakubowski, M., & Wiśniewski, J. (2017). Education policy in Poland: The impact of PISA (and other international studies). European Journal of Education, 52(2), 167-174. DOI: 10.1111/ejed.12216
  • Bonnet, G. (2002). Reflections in a critical eye: On the pitfalls of international assessment. Assessment in Education: Principles, Policy & Practice, 9(3), 387-399
  • Bracey, G.W. (2004). International comparisons: Less than meets the eye? Phi Delta Kappan 85 (6): 477–8.
  • Breakspear, S. (2014). How Does PISA Shape Education Policy Making? Why How We Measure Learning Determines What Counts in Education, Centre for Strategic Education Seminar Series Paper (Vol. 40). Melbourne
  • https://simonbreakspear.com/wp-content/uploads/2015/09/Breakspear-PISA-Paper.pdf
  • Chung, J. (2010). Finland, PISA, and the Implications of International Achievement Studies on Education Policy. In The Impact of International Achievement Studies on Education Policy, edited by A. W. Wisemann, 267–294. Bingley: Emerald Group. doi:10.1108/S1479-3679(2010) 0000013016
  • Crossley, M. (2014). Global league tables, big data and the international transfer of educational research modalities. Comparative Education, 50(1), 15–26. DOI:10.1080/03050068.2013.871438
  • Çelik, K., & Yurdakul, A. (2020). Investigation of PISA 2015 Reading Ability Achievement of Turkish Students in Terms of Student and School Level Variables. International Journal of Assessment Tools in Education, 7(1), 30-42. Darling-Hammond, L. 2011. Foreword.” In Surpassing Shanghai: An Agenda for American Education Built on the World‘s Leading Systems, edited by M. Tucker, ix–xii. Cambridge, Mass: Harvard Education Press
  • Davis, E. R., Wilson, R., & Dalton, B. (2020). Another slice of PISA: An interrogation of educational cross-national attraction in Australia, Finland, Japan and South Korea. Compare: A Journal of Comparative and International Education, 50(3), 309-331. DOI: 10.1080/03057925.2018.1510305
  • Dohn, N.B. (2007). Knowledge and skills for PISA. Assessing the assessment. Journal of Philosophy of Education 41(1) ,2–16.
  • Dolin, J., & Krogh, L. B. (2010). The relevance and consequences of PISA science in a Danish context. International Journal of Science and Mathematics Education, 8(3), 565-592.
  • Feniger, Y., Livneh, I. & Yogev, A. (2012). Globalisation and the politics of international tests: the case of Israel. Comparative Education, 48(3), 323-335.
  • Feniger, Y., & Lefstein, A. (2014). How not to reason with PISA data: An ironic investigation. Journal of Education Policy, 29(6), 845-855.
  • Figazzolo, L. 2009. Impact of PISA 2006 on the education policy debate. Presentation at the Education International Research Network Fifth Annual Meeting, 10–11 March 2009, Brussels, Belgium. http://www.ei-ie.org/research/en/documentation.php
  • Grek, S. (2009). Governing by numbers: The PISA ‘effect’ in Europe. Journal of Education Policy, 24(1), 23–37. DOI:10. 1080/02680930802412669
  • Güner, H., Çelebi, N., Kaya, G. T., & Korumaz, M. (2014). Neoliberal eğitim politikaları ve eğitimde fırsat eşitliği bağlamında uluslararası sınavların (PISA, TIMSS ve PIRLS) analizi. Journal of History Culture and Art Research, 3(3), 33-75.
  • Gür, B. S., Celik, Z., & Özoğlu, M. (2012). Policy options for Turkey: A critique of the interpretation and utilization of PISA results in Turkey. Journal of Education Policy, 27(1), 1-21.
  • Hogan, A. (2016). “NAPLAN and the Role of Edu-Business: New Governance, New Privatisations and New Partnerships in Australian Education Policy.” The Australian Educational Researcher 43 (1): 93–110. DOI:10.1007/s13384-014-0162-z
  • Huang, H., & Kan, Y. (2020). The impact of the OECD on education worldwide, Asia Pacific Journal of Education. DOI: 10.1080/02188791.2020.1712057
  • Kamens, D. H., & McNeely, C. L. (2010). Globalization and the growth of international educational testing and national assessment. Comparative Education Review, 54(1), 5-25.
  • Knighton, T., Brochu, P. and Gluszynski, T. (2010) Measuring up: Canadian results of the OECD PISA study. Human Resources and Skill Development Canada, Council of Ministers of Education, Canada, and Statistics Canada. http://www.statcan.gc.ca/pub/81-590-x/81-590-x2004001-eng.pdf [Erişim Tarihi: 07.04.2020].
  • Knodel, P., Martens, K., & Niemann, D. (2013). PISA as an ideational roadmap for policy change: exploring Germany and England in a comparative perspective. Globalisation, Societies and Education, 11(3), 421–441. DOI:10.1080/14767724.2012.761811
  • Lau, K. C. (2009). A critical examination of PISA’s assessment on scientific literacy. International Journal of Science and Mathematics Education. 7(2), 1061–88
  • Lewis, S. (2017). Policy, Philanthropy and Profit: The OECD’s PISA for Schools and New Modes of Heterarchical Educational Governance. Comparative Education 53 (4), 518–537.
  • Lingard, B. (2013). The Impact of Research on Education Policy in an Era of EvidenceBased Policy. Critical Studies in Education 54 (2): 113–131
  • Martens, K., & Niemann, D. (2013). When Do Numbers Count? the Differential Impact of the PISA Rating and Ranking on Education Policy in Germany and the US. German Politics 22 (3): 314–332. DOI:10.1080/09644008.2013.794455
  • Meyer, H. D., & Benavot, A. (Eds.). (2013). PISA, power, and policy: The emergence of global educational governance. Oxford: Symposium Books Ltd. MEB. (2015). TIMSS Tanıtım Kitapçığı Erişim Tarihi: 09.04.2020http://timss.meb.gov.tr/wp-content/uploads/Tanitim_Kitapcigi.pdf
  • Mons, N., & Pons, X. (2013). Why no “PISA shock” occurred in France? Sociology of the reception of an international survey (2001-2008). Revue Française De Pédagogie, (1), 9-18.
  • Morrow, R.A. & Torres, C. A. (2000). The State, Globalization, and Educational Policy. In N.C. Burbules and C.A. Torres (Ed.), Globalization and education: Critical perspectives. New York and London: Routledge.
  • Mullis, I. V., Martin, M. O., Kennedy, A. M., Trong, K. L., & Sainsbury, M. P. (2015). TIMSS 2017 Assessment frameworks. TIMMS and Pirls International Study Center, Boston College.
  • Mullis, I. V., & Martin, M. O. (2017). TIMSS 2019 Assessment Frameworks. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
  • Odendahl, W. (2017). " Bildungskrise"--PISA and the German Educational Crisis. IAFOR Journal of Education, 5(1), 209-226.
  • OECD. (2007a). PISA 2006 science competencies for tomorrow’s world: Volume 1 analysis. Paris: OECD.
  • Rappleye, J., Komatsu, H., Uchida, Y., Krys, K., & Markus, H. (2020). ‘Better policies for better lives’?: constructive critique of the OECD’s (mis) measure of student well-being. Journal of Education Policy, 35(2), 258-282.
  • Ringarp, J. (2016). PISA lends legitimacy: A study of education policy changes in Germany and Sweden after 2000. European Educational Research Journal, 15(4), 447-461. Rizvi, F., & Lingard, B. (2006). Globalization and the changing nature of the OECD’s educational work. In H. Lauder, P. Brown, J.-A. Dillabough, & A. Halsey (Eds.), Education, globalization and social change (pp. 247–260). Oxford: Oxford University Press.
  • Rochex, J-Y. (2006). Social, Methodological, and Theoretical Issues Regarding Assessment: Lessons From A Secondary Analysis of PISA 2000 Literacy Test. Review of Research in Education 30: 163–212.
  • Schleicher, A. (2018). PISA 2018: Insights and Interpretations. Retrieved from Organisation for Economic Co-operation and Development (OECD) https://www.oecd.org/pisa/PISA%202018%20Insights%20and%20Interpretations%20FINAL%20PDF.pdf
  • Sellar, S., & Lingard, B. (2013). Looking East: Shanghai, PISA 2009 and the reconstitution of reference societies in the global education policy field. Comparative Education, 49(4), 464-485.
  • Sjøberg, S. (2007). PISA and «Real Life Challenges»: Mission Impossible? In Hopman, Brinek & Rezl (Eds (2007). Wien: LIT Verlag 2007. ISBN 978-3-8258-0946-1. p. 203-224
  • Smith, G. (2013). Dispelling Three Decades of ‘Educational Reform’. Monthly Review, 65(4), 58.
  • Steiner-Khamsi, G. (2006). The Economics of Policy Borrowing and Lending: A Study of Late Adopters. Comparative Education 32 (5): 665–678. DOI:10.1080/03054980600976353.
  • Stray, J. H., & Wood, B. (2020). Global-local education policy dynamics: A case study of New Zealand and Norway. Scandinavian Journal of Educational Research, 64(2), 256-269.
  • Takayama, K., F. Waldow, and Y.-K. Sung. (2013). Finland Has It All? Examining the Media Accentuation of ‘Finnish Education’ in Australia, Germany and South Korea. Research in Comparative and International Education 8 (3): 307–325. DOI:10.2304/rcie.2013.8.3.307.
  • Takayama, K. (2009). The Politics of International League Tables: PISA in Japan’s Achievement Crisis Debate. Comparative Education 4(4), 387–407.
  • Taylor, S., & Henry, M. (2007). Globalization and educational policymaking: a case study. In The RoutledgeFalmer reader in education policy and politics (pp. 111-126). Routledge.
  • Wallace, M. (1993). Discourse of Derision: The Role of the Mass Media within the Education Policy Process. Journal of Education Policy 8 (4): 321–337. DOI:10.1080/0268093930080402.
  • Wieczorek, O., Münch, R., Brand, A., & Schwanhäuser, S. (2020). Governing the School by Transnational Networks. The OECD PISA Policy Advisor Network in the Global Field of Power. DOI: 10.31235/osf.io/ahpfw
  • Yemini, M., & N. Gordon. (2017). Media Representations of National and International Standardised Testing in the Israeli Education System. Discourse: Studies in the Cultural Politics of Education 38 (2): 262–276. DOI:10.1080/01596306.2015.1105786.
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Primary Language English
Subjects Other Fields of Education
Journal Section Review
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Süleyman Yıldız 0000-0002-4279-1184

Publication Date June 4, 2020
Submission Date June 9, 2020
Published in Issue Year 2020 Volume: 1 Issue: 1

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APA Yıldız, S. (2020). International Comparison Tests and Transformation of National Education Policies: A Critical Perspective. Political Economy and Management of Education, 1(1), 56-70.

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