Kansainväliset vertailevat oppimistulosarvioinnit perus- ja korkea-asteella
Abstrakti
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.
