ABSTRACT

This paper focuses on the Organisation for Economic Cooperation and Development’s (OECD) PISA for Schools assessment. Our first substantive focus is a descriptive and analytical account of changes and developments in the functioning of this ground-breaking assessment since its creation in 2012. These changes include an expansion of the number and diversity of participating schools and countries, the introduction of a ‘user-pays’ model, the enhanced role of edtech firms and an explicit capacity-building focus, which we argue helps to strengthen an instrument constituency for the broader OECD testing regime. The second focus of the paper is the impact of PISA for Schools on changing modes of educational governance, situated against emerging spatialities of globalisation. Here, we provide an analysis using the concept of ‘by-passes’, which we elaborate as spatial, governance and systemic, to understand the new topological spatialities of globalisation and the global governance effects of these specific by-passes.

摘要

本文侧重于经济合作与发展组织 (OECD)的学校 PISA评估。我们的第一个实质性重点是对自 2012 年创建以来这一突破性评估的运作变化和发展的描述性和分析性说明。这些变化包括参与学校和国家的数量和多样性的扩大，引入“用户付费模式、教育科技公司作用的增强以及明确的能力建设重点，我们认为这有助于加强更广泛的经合组织测试制度的工具支持者。本文的第二个重点是 PISA for Schools 对不断变化的教育治理模式的影响，与新兴的全球化空间相对立。在这里，我们使用“旁路”的概念进行分析，我们将其详细阐述为空间、治理和系统性的，以了解全球化的新拓扑空间性和这些特定旁路的全球治理影响。