Tener presente las singularidades lingüísticas y culturales en las evaluaciones internacionales de las competencias de los alumnos: ¿una nueva dimensión para PISA?

Authors

Gérard BonnetSalto de línea Delegación para las Relaciones Europeas e Internacionales. Dirección de la Evaluación y la Prospectiva. Ministerio de Educación Nacional de Francia.

Abstract

Sustaining Linguistic and Cultural Diversity within the International Assessment on Students’ Competencies: A New Dimension for PISA?Salto de línea Salto de línea This article sets out some specific difficulties related to present targets and methods concerning the comparative assessment of students’ capacities, especially those carried out within the PISA study of the OECD. On the other hand, it inquires into the origin of these difficulties, which are both linguistic and cultural in a broad sense, and the limits resulting from them while suggesting a complementary approach. This approach lies on a specific resource which has been adapted to national procedures on assessment carried out in the students’ mother tongues. Similarly, it could be used as a complement of present methodology, both as a way of diminishing the importance of countries’ records and as a way of providing accurate information on each country from a pedagogical point of view, not just taking into account the different education systems.

Keywords

Comparative evaluation, PISA, OECD, cultural bias, methodology, France, national context.