International Large-Scale Assessments and Their Counter-Movements
International large-scale assessments of student achievement (ILSA) are a vital catalyst in the globalization of education. Nearly all high-income countries participate in international assessments such as Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), and Program for International Student Assessment (PISA), and participation is also growing among low-income countries.
While ILSAs are complicated and highly technical endeavor, they have gained considerable visibility in our daily life. Recent examples include references to these assessments in public campaigns—such as ExxonMobil’s campaign “Let’s Solve This,” which is focused on improving math and science education in the United States. ILSAs are also apparent in American popular culture, such as The Onion. Empirical research on these assessments, however, is less extensive than what might be expected.
Fascinated by the immense growth and visibility of ILSAs, I spent the past few years exploring the socio-historical roots of this phenomenon and its implications for public discourse and public opinion. You can see a recent talk of mine here, and read a story about the Rankings Storm research project, which I conducted with students at Teachers College, here and here.
Beyond understanding ILSA as mechanism for globalization, I have become interested in counter-movements associated with educational assessment, in particular the Opt Out Movement in the United States. The Opt Out movement, which came to national prominence in 2015 when 20% of public school students in New York State opted out from taking state standardized tests in mathematics and English language arts, has gained considerable attention from various educational stakeholders, and now Opt Out poses a challenge to a cornerstone of federal and state education policy in the United States: standardized tests. You can read more about my recent reports “Who Opts Out and Why?” here and “How Americans View the Opt Out Movement" here.
While ILSAs are complicated and highly technical endeavor, they have gained considerable visibility in our daily life. Recent examples include references to these assessments in public campaigns—such as ExxonMobil’s campaign “Let’s Solve This,” which is focused on improving math and science education in the United States. ILSAs are also apparent in American popular culture, such as The Onion. Empirical research on these assessments, however, is less extensive than what might be expected.
Fascinated by the immense growth and visibility of ILSAs, I spent the past few years exploring the socio-historical roots of this phenomenon and its implications for public discourse and public opinion. You can see a recent talk of mine here, and read a story about the Rankings Storm research project, which I conducted with students at Teachers College, here and here.
Beyond understanding ILSA as mechanism for globalization, I have become interested in counter-movements associated with educational assessment, in particular the Opt Out Movement in the United States. The Opt Out movement, which came to national prominence in 2015 when 20% of public school students in New York State opted out from taking state standardized tests in mathematics and English language arts, has gained considerable attention from various educational stakeholders, and now Opt Out poses a challenge to a cornerstone of federal and state education policy in the United States: standardized tests. You can read more about my recent reports “Who Opts Out and Why?” here and “How Americans View the Opt Out Movement" here.