Educational Policy Making

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Science, Rationality and PISA 

Try to read the readings below and summarise much more carefully the arguments that they put forward.  just concentrate on summarising each article, one by one. Once that is done, then try to identify a few synergies and differences at the end. But focus on producing good summary.

Please make only a summary from the readings below.


Gorur, R. (2016). Seeing like PISA: A cautionary tale about the performativity of international assessments. European Educational Research Journal 15(5): 598-616.


Trohler, D. (2013). The OECD and Cold War culture: thinking historically about PISA. In Meyer, H., & Benavot, A. (eds) PISA, power and policy: The emergence of global educational governance (pp.141-161), Oxford, UK: Symposium Books.

Wiseman, A. (2010). The Uses of evidence for educational policymaking: Global contexts and international trends. Review of Research in Education 34(1): 1–24.

Meyer, H D. (2017) The limits of measurement: misplaced precision, phronesis, and other Aristotelian cautions for the makers of PISA, APPR, etc. Comparative Education

Wiseman (2010) in his paper argues that the learning systems have enlarged and become intrinsically connected with political, social and economic prominence in various countries. As these incentives rise, the use of improved scientific evidence as a base for policymaking in education likewise rises. Evidence from mean scores on global evaluations of science and mathematics accomplishment precisely are significant pointers of the state economic and political power, although there exists diverse types of evidence to reflect on. For instance, high-recompenses resulting from averaged educational success scores exist for learners and institutions. The author in this paper investigates the usages of evidence for policymaking in the education systems seeking to address two orienting queries: the significance of policymaking in education systems, which introduces pertinent macro-theoretical perceptions and explores the incentives and programs that drive learning policy as well as decision making. The second query he seeks to know is why evidence-based learning policymaking is an international phenomenon. The answer to this query gives a picture of the depth of the evidence-centered policymaking phenomenon and details why it is popular amongst policymakers in education schemes (Wiseman, 2010).


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