Grey, S; Morris, P; (2023) Educational accountability, international large scale assessments and PISA: powerful influences based on weak foundations. In: International Encyclopedia of Education: Fourth Edition. (pp. 181-191). Elsevier

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Abstract

The nature of accountability within education has been fundamentally altered by the influence of new public management (NPM) and, more recently, by the increased dominance of large sets of comparative data which perform a governance role in local and international contexts. We focus on the OECD's PISA program which, despite not delivering on its promise to improve educational quality and a lack of a mandate, serves as a powerful form of outcomes based accountability that exerts an influence on education policy globally. We examine and critique the logic on which PISA is constructed and identify the systemic issues which are inherent in its operation, namely, a failure to deliver on the core promise of educational improvement; a conflict of interest arising from its dual role as data collector and policy advocate; a model of advocacy which deflects blame from its failures but accepts credit for perceived successes; and a blindness to deep-rooted and persistent causes of educational disadvantage.

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