Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-23T12:14:34.086Z Has data issue: false hasContentIssue false

6 - International Assessments and Education Policy

Evidence from an Elite Survey

from Part II - The Normative Influence of Ratings and Rankings

Published online by Cambridge University Press:  28 February 2020

By
Rie Kijima  and
Phillip Y. Lipscy
Edited by
Judith G. Kelley  and
Beth A. Simmons
Judith G. Kelley
Affiliation:
Duke University, North Carolina
Beth A. Simmons
Affiliation:
University of Pennsylvania
Get access

Summary

In recent years, an increasing number of countries have participated in cross-national assessments in education (CNAs), but their impact remains underexplored. We argue that CNA participation increases the capacity and motivation of policymakers to implement improvements in education through mechanisms at the elite, domestic, and transnational levels. We find evidence consistent with our propositions using an original survey of 77 education officials directly responsible for the planning and implementation of CNAs in 46 countries and personal interviews with 48 officials in target states, assessment agencies, and donor agencies.

Keywords

educationassessmentscross-national assessments in educationtestingProgram for International Student AssessmentPISATrends in International Mathematics and Science StudyTIMSSsurveyeducation reform
Type
Chapter
Information
The Power of Global Performance Indicators , pp. 174 - 202
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abdul-Hamid, Husein, Abu-Lebdeh, Khattab M., and Patrinos, Harry A.. 2011. Assessment Testing Can Be Used to Inform Policy Decisions: The Case of Jordan. World Bank Policy Research Working Paper no. 5890, Washington, DC: The World Bank.Google Scholar
Addey, Camilla. 2015. Participating in International Literacy Assessments in Lao PDR and Mongolia: A Global Ritual of Belonging. In Literacy as Numbers: Researching the Politics and Practices of International Literacy Assessment, edited by Hamilton, Mary, Maddox, Bryan and Addey, Camilla, 147–64. Cambridge: Cambridge University Press.Google Scholar
Anderson, Benedict. 2006. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso Books.Google Scholar
Angrist, Noam, Patrinos, Harry A., and Schlotter, Martin. 2013. An Expansion of a Global Data Set on Educational Quality: A Focus on Achievement in Developing Countries. World Bank Policy Research Working Paper (6536).CrossRefGoogle Scholar
Benhassine, Najy, Devoto, Florencia, Duflo, Esther, Dupas, Pascaline, and Pouliquen, Victor. 2013. Turning a Shove into a Nudge? A “Labeled Cash Transfer” for Education. National Bureau of Economic Research.Google Scholar
Benveniste, Luis. 1999. The Politics of Student Testing: A Comparative Analysis of National Assessment Systems in Southern Cone Countries. Doctoral dissertation, Stanford: Stanford University.Google Scholar
Bisbee, James H., Hollyer, James R., Rosendorff, B. Peter, and Vreeland, James Raymond. 2017. The Millennium Development Goals and Education: Accountability and Substitution in Global Assessment.Google Scholar
Boulding, Carew. 2014. NGOs, Political Protest, and Civil Society. Cambridge: Cambridge University Press.Google Scholar
Braga, Michela, Checchi, Daniele, and Meschi, Elena. 2013. Educational Policies in a Long-Run Perspective. Economic Policy 28 (73):45–100.Google Scholar
Breakspear, Simon. 2012. The Policy Impact of PISA. OECD Education Working Papers. Paris: Organisation for Economic Co-operation and Development. Available from http://www.oecd-ilibrary.org/content/workingpaper/5k9fdfqffr28-en. Accessed April 14, 2017.Google Scholar
Carnoy, Martin. 2014. Globalization, Educational Change, and the National State. In Globalization and Education: Integration and Contestation Across Cultures, edited by Stromquist, Nelly P. and Monkman, Karen, 21–38, Maryland: Rowman & Littlefield Education, 2014.Google Scholar
Chabbott, Colette. 2003. Constructing Educational Development: International Development Organizations and the World Conference on Education for All. New York: Routledge.Google Scholar
Duflo, Esther, Hanna, Rema, and Ryan, Stephen P.. 2012. Incentives Work: Getting Teachers to Come to School. The American Economic Review 102 (4):1241–78.Google Scholar
Greaney, Vincent, and Kellaghan, Thomas. 2008. Assessing National Achievement Levels in Education. Vol. 1. World Bank Publications.Google Scholar
Grek, Sotiria. 2009. Governing by Numbers: The PISA “Effect” in Europe. Journal of Education Policy 24 (1):23–37.Google Scholar
Hanushek, Eric A., and Kimko, Dennis D.. 2000. Schooling, Labor-Force Quality, and the Growth of Nations. American Economic Review 90 (5):1184–208.Google Scholar
Hanushek, Eric A., and Woessmann, Ludger. 2008. The Role of Cognitive Skills in Economic Development. Journal of Economic Literature 46 (3):607–68.Google Scholar
Hanushek, Eric A., and Woessmann, Ludger. 2012. Do Better Schools Lead to More Growth? Cognitive Skills, Economic Outcomes, and Causation. Journal of Economic Growth 17 (4):267–321.Google Scholar
Henry, Miriam, Lingard, Bob, Rizvi, Fazal, and Taylor, Sandra. 2001. The OECD, Globalisation and Education Policy. Published for IAU Press, Pergamon.Google Scholar
Honig, Dan. 2016. Seeing is Believing: The Normative Drivers of Agency Response to the Aid Transparency Index. Unpublished manuscript.Google Scholar
Husén, Torsten. 1979. An International Research Venture in Retrospect: The IEA Surveys. Comparative Education Review 23 (3):371–85.Google Scholar
Jennings, Jennifer L., and Bearak, Jonathan Marc. 2014. “Teaching to the Test” in the NCLB Era How Test Predictability Affects Our Understanding of Student Performance. Educational Researcher:0013189X14554449.CrossRefGoogle Scholar
Jo, Hyeran, Phillips, Brian, and Alley, Joshua. 2016. One Man’s Terrorist: When Does Blacklisting Reduce Terrorism? Unpublished manuscript.Google Scholar
Kamens, David H., and McNeely, Connie L.. 2010. Globalization and the growth of international educational testing and national assessment. Comparative Education Review 54 (1):5–25.Google Scholar
Keck, Margaret E., and Sikkink, Kathryn. 1998. Activists beyond Borders: Advocacy Networks in International Politics. Vol. 35. Cambridge University Press.Google Scholar
Kelley, Judith G., and Beth, A. Simmons. this volume. Introduction: The Power of Global Performance Indicators. Chapter 1 in The Power of Global Performance Indicators.CrossRefGoogle Scholar
Kelley, Judith G., Simmons, Beth A, and Doshi, Rush. 2016. The Power of Ranking: The East of Doing Business Indicator as a Form of Social Pressure. This Volume.Google Scholar
Kijima, Rie. 2010. Why Participate? Cross-National Assessments and Foreign Aid to Education. In The Impact of International Achievement Studies on National Education Policymaking, 13: Vol. 13. International Perspectives on Education and Society Series. Emerald Group Publishing.Google Scholar
Kijima, Rie. 2013. The Politics of Cross-National Assessments: Global Trends and National Interests. Stanford University, Ph. D. Dissertation.Google Scholar
Kijima, Rie, and Leer, Jane. 2016. Legitimacy, State-building, and Contestation in Education Policy Development: Chile’s Involvement in Cross-national Assessments. In The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, edited by Smith, William, 43–62. Oxford: Symposium Book.Google Scholar
Kijima, Rie, and Lipscy, Phillip. 2018. The Politics of International Testing. Stanford University, Working Paper.CrossRefGoogle Scholar
Koliev, Faradj, Sommerer, Thomas, and Tallberg, Jonas. 2019. Reporting Matters: Performance Assessment and Compliance in the ILO.The Power of Global Performance Indicators. New York: Cambridge University Press.Google Scholar
Koretz, Daniel M. 2009. Measuring Up: What Educational Testing Really Tells Us. Cambridge, MA: Harvard University Press.Google Scholar
Kremer, Michael, Brannen, Conner, and Glennerster, Rachel. 2013. The Challenge of Education and Learning in the Developing World. Science 340 (6130):297–300.CrossRefGoogle ScholarPubMed
Ladd, Helen F. 2002. School Vouchers: A Critical View. The Journal of Economic Perspectives 16 (4):3–24.Google Scholar
Le, Anh, and Malesky, Edmund. 2016. Do Subnational Governance Indices Lead to Improved Governance? Evidence from Field Experiment in Vietnam. Unpublished manuscript.Google Scholar
Lee, Melissa M., and Matanock, Aila M.. this volume. Third Party Policymakers and the Limits of the Influence of Indicators. Chapter 11 in The Power of Global Performance Indicators.Google Scholar
Lockheed, Marlaine. 2012. Policies, Performance and Panaceas: The Role of International Large-Scale Assessments in Developing Countries. Compare: A Journal of Comparative and International Education 42 (3):512–18.Google Scholar
Loveless, Tom. 2012. Misinterpreting International Test Scores: In 2012 Brown Center Report on American Education. Washington, DC: Brookings Institution Press.Google Scholar
Martens, Kerstin, and Niemann, Dennis. 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):314–32.Google Scholar
Meyer, Heinz-Dieter, and Benavot, Aaron. 2013. PISA, Power, and Policy: The Emergence of Global Educational Governance. Oxford: Symposium Books Ltd.Google Scholar
Meyer, John, Bromley, Patricia, and Ramirez, Francisco. 2010. Human Rights in Social Science Textbooks Cross-national Analyses, 1970–2008. Sociology of Education 83 (2):111–34.CrossRefGoogle Scholar
Meyer, Heinz-Dieter and Zahedi, Katie. 2014. An Open Letter: To Andreas Schleicher, OECD, Paris. GDM-Mitteilungen 97: 31–36.Google Scholar
Miguel, Edward, and Kremer, Michael. 2004. Worms: Identifying Impacts on Education and Health in the Presence of Treatment Externalities. Econometrica 72 (1):159–217.Google Scholar
Molutsi, Patrick P., and Holm, John D.. 1990. Developing Democracy When Civil Society Is Weak: The Case of Botswana. African Affairs 89 (356):323–40.CrossRefGoogle Scholar
Morse, Julia. 2016. Pathways to Policy Change: Blacklists and Market Enforcement in the Regime to Combat Terrorist Financing. In Assessment Power in World Politics Conference. Cambridge: Harvard University.Google Scholar
Mullis, Ina, and Martin, Michael. 2007. TIMSS in Perspective: Lessons Learned from IEA’s Four Decade of International Mathematics Assessments. In Lessons Learned: What International Assessments Tell Us about Math Achievement. International Perspectives on Education and Society Series. Brookings Institution Press.Google Scholar
Mundy, Karen. 1999. Educational multilateralism and world (dis) order. Comparative Education Review 42 (4):448–78.Google Scholar
Mundy, Karen, and Manion, Caroline. 2014. Globalization and Global Governance in Education. In Globalization and Education, edited by Stromquist, Nelly P. and Monkman, Karen, 39–54, Maryland: Rowman & Littlefield Education.Google Scholar
Mundy, Karen, and Murphy, Lynn. 2001. Transnational Advocacy, Global Civil Society? Emerging Evidence from the Field of Education. Comparative education review 45 (1):85–126.Google Scholar
Ramirez, Francisco O., Meyer, John W, and Lerch, Julia. 2015. World Society and the Globalization of Educational Policy. In The Handbook of Global Policies and Policy-Making in Education, edited by Mundy, Karen, Green, Andy, Lingard, Bob, and Verger, Antoni, 43–63. Sussex: Wiley-Blackwell Publisher.Google Scholar
Ramirez, Francisco O., Suárez, David, and Meyer, John W.. 2007. The Worldwide Rise of Human Rights Education. In School Knowledge in Comparative and International Perspectives, edited by Benavot, Aaron and Braslavsky, Cecilia, 35–52. the Netherlands: Springer.Google Scholar
Rodrik, Dani. 1995. Getting Interventions Right: How South Korea and Taiwan Grew Rich. Economic Policy 10 (20):53–107.Google Scholar
Smith, William. 2016. Introduction. In The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, edited by Smith, William, 43–62. Oxford: Symposium Books.Google Scholar
Steiner-Khamsi, Gita. 2003. The Politics of League Tables. Journal of Social Science Education 2 (1). Available from http://www.jsse.org/index.php/jsse/article/view/470. Accessed April 14, 2017.Google Scholar
Suárez, David F., Ramirez, Francisco O., and Koo, Jeong-Woo. 2009. UNESCO and the Associated Schools Project: Symbolic Affirmation of World Community, International Understanding, and Human Rights. Sociology of Education 82 (3):197–216.Google Scholar
Sutton, Rosemary E. 2004. Teaching under High-Stakes Testing Dilemmas and Decisions of a Teacher Educator. Journal of Teacher Education 55 (5):463–75.Google Scholar
Takayama, Keita. 2008. The Politics of International League Tables: PISA in Japan’s Achievement Crisis Debate. Comparative Education 44 (4):387–407.Google Scholar
Takayama, Keita. 2010. Politics of Externalization in Reflexive Times: Reinventing Japanese Education Reform Discourses through “Finnish PISA Success.” Comparative Education Review 54 (1):51–75.Google Scholar
Tsutsui, Kiyoteru, and Wotipka, Christine Min. 2004. Global Civil Society and the International Human Rights Movement: Citizen Participation in Human Rights International Nongovernmental Organizations. Social Forces 83 (2):587–620.Google Scholar
Volante, Louis. 2004. Teaching to the Test: What Every Educator and Policy-Maker Should Know. Canadian Journal of Educational Administration and Policy, 35.Google Scholar
Weaver, Catherine. 2016. The Power and Politics of Aid Transparency Rankings and Ratings. Unpublished manuscript.Google Scholar
World Bank Group. 2011. Learning for All: Investing in People’s Knowledge and Skills to Promote Development. The World Bank. Available at http://siteresources.worldbank.org/EDUCATION/Resources/ESSU/Education_Strategy_4_12_2011.pdf. Accessed May 8, 2013.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×