Kansainväliset vertailevat oppimistulosarvioinnit perus- ja korkea-asteella

Abstract

International comparative assessments of learning outcomes in basic and tertiary education International assessments of learning outcomes have rapidly increased over the last two decades, especially as a consequence of PISA studies. There are now international comparative studies of learning outcomes ranging from basic to tertiary and adult education. The purpose of the present article is to describe the history and background of international comparative assessments with particular respect to two OECD assessments: PISA and AHELO. We argue that educational policy, pedagogical and scientific interests exert influence on international comparative assessments. These different interests promote both complementary and conflicting expectations toward international assessments. However, international assessments also have the potential to increase understanding of learning outcomes on the part of those who represent educational policy, pedagogical and scientific interests, thereby increasing the likelihood that educational systems and learning environments can be developed in an ethically equitable way.