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The Ohio State University The Ohio State University College of Education College of Education
School of Educational Policy and Leadership School of Educational Policy and Leadership
Policy Implications of Policy Implications of PISA, TIMSS, PISA, TIMSS,
& World-Class University & World-Class University Rankings Rankings
Chuing Prudence Chou (Chuing Prudence Chou ( 周祝瑛周祝瑛 ))Professor, Cheng-chi University, TaiwanProfessor, Cheng-chi University, Taiwan
Email: Email: [email protected]@nccu.edu.tw May 17th, 2007May 17th, 2007
YOU ARE GOING TO SHARE ABOUT…YOU ARE GOING TO SHARE ABOUT…
What are the Policy Implications of What are the Policy Implications of PISA, TIMSS and the World-class PISA, TIMSS and the World-class University Rankings?University Rankings?
What lessons can we learn from What lessons can we learn from these global rankings from a these global rankings from a comparative perspective?comparative perspective?
ARE YOU IN OR NOT?ARE YOU IN OR NOT?
PISA (OECD)PISA (OECD) TIMSS (IEA) TIMSS (IEA) World-class University Rankings World-class University Rankings
IS THIS EVERYBODY’S BUSINESS?IS THIS EVERYBODY’S BUSINESS? The Finnish education phenomenonThe Finnish education phenomenon The German PISA shockThe German PISA shock Mexican’s indifferent attitudeMexican’s indifferent attitude (For PISA and TIMSS)(For PISA and TIMSS)
Brain Korea 21 (BK21)Brain Korea 21 (BK21) Japanese public university incorporationJapanese public university incorporation China’s 211 and 985 Project China’s 211 and 985 Project Taiwanese world-class university funding Taiwanese world-class university funding
program, etcprogram, etc (For World-class University Rankings)(For World-class University Rankings)
WHAT ARE THESE BENCHMARKS?WHAT ARE THESE BENCHMARKS?
PISA (Program for International PISA (Program for International Student Assessment) (OECD), first in Student Assessment) (OECD), first in 2000 and then held every 3 years. 2000 and then held every 3 years.
Three domains: Three domains:
reading literacy, reading literacy,
mathematical literacy, &mathematical literacy, &
scientific literacy.scientific literacy.
TIMSSTIMSS((Trends in International Mathematics and Science StudyTrends in International Mathematics and Science Study))
IEAIEA Focus on international mathematics Focus on international mathematics
and science achievement assessment. and science achievement assessment. First data collected in 1995, and 1999, First data collected in 1995, and 1999,
2003 and 2007. The United States is 2003 and 2007. The United States is collecting TIMSS data now.collecting TIMSS data now.
PISAPISA TIMSSTIMSS Sponsor Sponsor OECD OECD IEA IEA
FramewoFramework rk
Expert-driven Expert-driven Mathematics Mathematics
curriculum-curriculum-drivendriven
Top-down Top-down approach approach
Bottom-up Bottom-up
approachapproach
Real-world Real-world
application application
Classroom Classroom math math
knowledgeknowledge
Problem-Problem-solving solving
Curriculum contCurriculum contentent
TargetTarget groupgroup
An age-baseAn age-based d
samplesample
A grade-basA grade-based ed
samplesample 15-year- old15-year- old
s s Grade 3 & 4, Grade 3 & 4, 7 & 7 &
8 8 + high + high
school school seniorsseniors
WHAT ARE THE TEST OUTCOMES?WHAT ARE THE TEST OUTCOMES?
There is a greater difference between There is a greater difference between Asian countries/regions and other Asian countries/regions and other countries in TIMSS rather than in PISA. countries in TIMSS rather than in PISA.
Most English-speaking countries are Most English-speaking countries are ahead of Eastern European counterparts ahead of Eastern European counterparts in. PISA, but fall behind in TIMSS.in. PISA, but fall behind in TIMSS.
WHY SUCH DIFFERENCES EXIT? WHY SUCH DIFFERENCES EXIT?
TIMSS items tend to be more TIMSS items tend to be more curriculum-based (more universal), curriculum-based (more universal),
PISA items are more application-PISA items are more application-based (more real-life experience and based (more real-life experience and cultural-bound)cultural-bound)
TIMSS TIMSS (1997)(1997)(13-year-old's average score, Third International Math and Science Study)(13-year-old's average score, Third International Math and Science Study)
Countries:Countries:(sample)(sample)
GlobalGlobalrankrank
MathMath ScienceScience
ScoreScore RankRank ScoreScore RankRank
SingaporeSingapore 11 643643 11 607607 11
JapanJapan 22 605605 33 571571 33
South KoreaSouth Korea 33 607607 22 565565 44
Czech RepublicCzech Republic 44 564564 66 574 574 22
EnglandEngland 1818 506506 2525 552552 1010
ThailandThailand 2020 522522 2020 525525 2121
GermanyGermany 2222 509509 2323 531531 1919
FranceFrance 2323 538538 1313 498498 2828
United StatesUnited States 2424 500500 2828 534534 1717Source: 1997 TIMSS, in The Economist, March 29th 1997.Source: 1997 TIMSS, in The Economist, March 29th 1997.
TIMSS TIMSS (2003)(2003)(13-year-old's average score, Third International Math and Science Study)(13-year-old's average score, Third International Math and Science Study)
Countries:Countries:(sample)(sample)
GlobalGlobalrankrank
MathMath ScienceScience
ScoreScore RankRank ScoreScore RankRank
SingaporeSingapore 11 605605 11 578578 11
TaiwanTaiwan 22 585585 44 571571 22
South KoreaSouth Korea 33 589589 22 558558 33
Hong KongHong Kong 44 586586 33 556556 44
JapanJapan 55 570570 55 552552 55
NetherlandsNetherlands 77 536536 77 536536 99
EnglandEngland 1010 498498 1818 544544 77
United StatesUnited States 1212 504504 1515 527527 1111
MalaysiaMalaysia 1818 508508 1010 510510 2121
ItalyItaly 2323 484484 2222 491491 2222
Sources:Sources:TIMSSTIMSS Math 2003 Math 2003 and TIMSS Science 2003 and TIMSS Science 2003
Trends in Trends in PISA PISA
math achievementmath achievement
2000 2000 2003 2003
JapanJapan 557557 534534
KoreaKorea 547547 542542
NetherlandNetherland 537537 538538
FinlandFinland 536536 544544
AustraliaAustralia 533533 524524
CanadaCanada 533533 532532
SwitzerlandSwitzerland 529529 527527
UKUK 529529
BelgiumBelgium 520520 529529
FranceFrance 517517
OECDOECD 500500
GermanyGermany 490 490 503503
RussiaRussia 478478
New Zealand New Zealand USUS
493493
523523
There were 38 participating countries in There were 38 participating countries in 2003 PISA2003 PISA
US rankedUS ranked:: 7th in reading literacy 7th in reading literacy (15th in 2000 out of 32 countries)(15th in 2000 out of 32 countries) 24th in math literacy24th in math literacy (19th in 2000)(19th in 2000) 9th in science literacy 9th in science literacy (14th in 2000)(14th in 2000) 20th in problem solving 20th in problem solving
Trends in Trends in PISA PISA
science achievementscience achievement
2000 2000 2003 2003
JapanJapan 548548 550550
FinlandFinland 548548 538538
KoreaKorea 538538 552552
AustraliaAustralia 525525 528528
NetherlandNetherland 524524 528528
New New ZealandZealand
521521
CanadaCanada 519519 529529
SwitzerlandSwitzerland 513513
FranceFrance 511511 BelgiumBelgium 509509
GermanyGermany 502502
IrelandIreland 513513
UKUK 532532
SwissSwiss 512512
Austria Austria USUS
499499
519519
Trends in Trends in PISA PISA
reading literacy reading literacy achievement 2003achievement 2003
2003 2003
FinlandFinland 543543
KoreaKorea 534534
CanadaCanada 528528
AustraliaAustralia 525525
New ZealandNew Zealand 522522
IrelandIreland 515515
SwissSwiss 514514
NetherlandNetherland 513513
BelgiumBelgium 507507
NorwayNorway 500500
SwitzerlandSwitzerland 499 499
JapanJapan 498498
PolandPoland 497497
FranceFrance 496496
There were 38 participating countries in There were 38 participating countries in 2003 PISA2003 PISA
US rankedUS ranked:: 7th in reading literacy 7th in reading literacy (15th in 2000 out of 32 countries)(15th in 2000 out of 32 countries) 24th in math literacy24th in math literacy (19th in 2000)(19th in 2000) 9th in science literacy 9th in science literacy (14th in 2000)(14th in 2000) 20th in problem solving 20th in problem solving
As the provision of higher educational As the provision of higher educational opportunities becomes increasingly opportunities becomes increasingly international, institutional comparison international, institutional comparison becomes more in demand. The two most becomes more in demand. The two most frequently cited rankingsfrequently cited rankings::
1. Shanghai Jiaotong University, 1. Shanghai Jiaotong University, Academic Ranking of World UniversitiesAcademic Ranking of World Universities 2. Times Higher Education Supplement, Londo2. Times Higher Education Supplement, Londo
n, n, Times Higher University World RankingsTimes Higher University World Rankings
WHO NEEDS WORLD-CLASS WHO NEEDS WORLD-CLASS UNIVERSITIES? UNIVERSITIES?
FROM WHOES PERSPECTIVES?FROM WHOES PERSPECTIVES?
Becoming international, becoming Becoming international, becoming
competition-drivencompetition-driven More pressure from domestic and More pressure from domestic and
abroadabroad Who can afford joining the "World-Who can afford joining the "World-
Class Club"?Class Club"? Who benefits from these global, world-Who benefits from these global, world-
class competition? class competition?
MYSTERIES UNRESOLVED?MYSTERIES UNRESOLVED?
What does that mean by the "World Class What does that mean by the "World Class University"?University"?
How many world class universities do we How many world class universities do we need? need?
Does every country need one?Does every country need one? How could universities be evaluated and How could universities be evaluated and
compared in an international scope? compared in an international scope? What measures should be taken in order What measures should be taken in order
to establish world class universities? to establish world class universities? Who share the cost and who benefit?Who share the cost and who benefit?
World’s top 15 universities as an average of World’s top 15 universities as an average of THES & SJTU 2005 rankingsTHES & SJTU 2005 rankings
RanRankk
Av. Av. RankRank
InstitutionInstitution CountryCountry Times Times ShanghaShanghaii
11 11 Harvard Harvard U.S.U.S. 11 11
22 2.52.5 CambridgeCambridge U.K.U.K. 33 22
33 3.53.5 Massachusetts Inst. of Massachusetts Inst. of TechnologyTechnology
U.S.U.S. 22 55
44 44 StanfordStanford U.S.U.S. 55 33
55 55 University of California, University of California, Berkeley Berkeley
U.S.U.S. 66 44
66 77 California Inst. of TechnologyCalifornia Inst. of Technology U.S.U.S. 88 66
66 77 OxfordOxford U.K.U.K. 44 1010
88 8.58.5 PrincetonPrinceton U.S.U.S. 99 88
99 99 YaleYale U.S.U.S. 77 1111
1010 1313 CornellCornell U.S.U.S. 1414 1212
1111 13.513.5 ChicagoChicago U.S.U.S. 1818 99
1111 13.513.5 ColumbiaColumbia U.S.U.S. 2020 77
1313 17.517.5 University of California, S.F.University of California, S.F. U.S.U.S. 1717 1818
1414 1818 TokyoTokyo Japan Japan 1616 2020
1414 1818 Imperial College LondonImperial College London U.K.U.K. 1313 2323Sources: Shanghai Jiaotong Academic Ranking of World Universities – 2005; Times Higher Education Supplement World University Rankings – 2005.
Sources: Shanghai Jiaotong Academic Ranking of World Universities – 2005; Times Higher Education Supplement World University Rankings – 2005.
RanRankk
Av. Av. RanRan
kk
InstitutionInstitution CountryCountry TiTimemes s
ShShananghghaiai
16 21.5 Duke U.S. 11 32
17 23 Johns Hopkins U.S. 27 19
18 23.5 University of Pennsylvania U.S. 32 15
19 24 Swiss Federal Institute of Technology, Zurich Switzerland 21 27
20 25.5 University of California, L.A. U.S. 37 14
WHAT CAUSES THE GLOBAL RANKINGS WHAT CAUSES THE GLOBAL RANKINGS AND WHAT THE EFFECTS ARE?AND WHAT THE EFFECTS ARE?
The "Impact of Globalization " The "Impact of Globalization " Borrowing and lending reform strategiesBorrowing and lending reform strategies In comparative education, there is a In comparative education, there is a
great need to examine how local great need to examine how local reactions are to these external global reactions are to these external global forces .forces .
In policy studies, a new paradigm for In policy studies, a new paradigm for educational policy-making and school educational policy-making and school reform is expected to be under way. reform is expected to be under way.
What can be learned and imported What can be learned and imported from elsewhere? (borrowing) from elsewhere? (borrowing)
What can be taught and exported What can be taught and exported elsewhere? (lending), elsewhere? (lending),
The phenomena of cross-national policy The phenomena of cross-national policy attraction and educational borrowingattraction and educational borrowing
Global and international convergence Global and international convergence in education at the expense local needs in education at the expense local needs and cultural diversityand cultural diversity
Three types of National Policy ResponsesThree types of National Policy Responses
According to Steiner-Khamsi (2007), According to Steiner-Khamsi (2007), three types of policy reactions after three types of policy reactions after international comparisons: international comparisons:
1.1. Scandalization (to blame one's own Scandalization (to blame one's own weak educational system), weak educational system), 2. Glorification (to praise one's good 2. Glorification (to praise one's good educational system),educational system),3. Indifference to ranking results. 3. Indifference to ranking results.
Typology of Political Reactions to International Typology of Political Reactions to International Comparative StudiesComparative Studies
TIMSSTIMSS PISAPISA World-Class World-Class University University RankingsRankings
ScandalizatioScandalizationn
USAUSA Germany, Germany,
IsraelIsrael
Korea, Korea, Japan, Japan,
TaiwanTaiwan
GlorificationGlorification Japan, Japan, FinlandFinland
UK, UK, FinlandFinland
USA,UKUSA,UK
IndifferenceIndifference MexicoMexico MexicoMexico
IS IT A FAIR GMAE FOR IS IT A FAIR GMAE FOR EVERYBODY TO PLAY?EVERYBODY TO PLAY?
What makes countries to react so differeWhat makes countries to react so differently?ntly?
Has scandalization led to increased policHas scandalization led to increased policy import from other educational systems?y import from other educational systems?
Has glorification led to increased policy eHas glorification led to increased policy export to other educational systems?xport to other educational systems?
Why some remain indifferent to these gloWhy some remain indifferent to these global comparisons?bal comparisons?
DO POLICY MAKERS BENEFIT FROM THESE DO POLICY MAKERS BENEFIT FROM THESE GLOBAL RANKINGS?GLOBAL RANKINGS?
1. More evidence-based research in public policy studies.1. More evidence-based research in public policy studies.
2. More Outcome-based and standard-based criteria 2. More Outcome-based and standard-based criteria in monitoring school reforms in monitoring school reforms 3. A "scientific rationality" in education to appeal to 3. A "scientific rationality" in education to appeal to the tax payers the tax payers 4. A legitimate “self-referential system “ acting as policy 4. A legitimate “self-referential system “ acting as policy
borrowing ( a lesson learned from elsewhere) and a borrowing ( a lesson learned from elsewhere) and a
form form of externalization. of externalization.
WHY GERMAN KIDS FELL BEHIND?WHY GERMAN KIDS FELL BEHIND?
In the PISA study released in 2001, In the PISA study released in 2001, German students scored below the German students scored below the OECD-average with regard to reading OECD-average with regard to reading literacy. literacy.
The release of the PISA study led to a The release of the PISA study led to a major uproar in the media, and calls major uproar in the media, and calls for policy change and school for policy change and school transformation. transformation.
The Finnish Education PhenomenonThe Finnish Education Phenomenon German PISA ShockGerman PISA Shock Brain Korea 21 (BK21) Brain Korea 21 (BK21) Japanese university incorporation Japanese university incorporation China’s 211 and 985 ProjectChina’s 211 and 985 Project Taiwanese fifty-trillion dollars Taiwanese fifty-trillion dollars
within five year’s world-class within five year’s world-class university funding program, etc.university funding program, etc.
India’s brain drain of the university India’s brain drain of the university facultyfaculty
DARE TO SAY NO?!DARE TO SAY NO?!
Problems with global rankings Problems with global rankings : : 1. Credibility and reliability issues of PISA 1. Credibility and reliability issues of PISA & TIMSS& TIMSS 2. Danger of the international convergence 2. Danger of the international convergence of educational institutions and policies of educational institutions and policies 3. Near-sighted government reform policies 3. Near-sighted government reform policies
&& projects aiming at policy borrowing projects aiming at policy borrowing across national boundaries.across national boundaries.
4.4. The assumption of “standardized and The assumption of “standardized and
universal qualifications” within universal qualifications” within universities universities
5.5. Diagnosed rather than prescribed Diagnosed rather than prescribed
formula approach, not aiming for formula approach, not aiming for solving local educational problems. solving local educational problems.
6. Indifference to the ranking impact on 6. Indifference to the ranking impact on students, employers, teachers, and students, employers, teachers, and school officials.school officials.
7. Criticism about these global rankings as 7. Criticism about these global rankings as the “fast capitalism” which benefits the “fast capitalism” which benefits ranking benchmarks ranking benchmarks
8. The advantage of English-speaking 8. The advantage of English-speaking countries in the global university rankings countries in the global university rankings
9. Only the richest and the best survive in the 9. Only the richest and the best survive in the world-class university rankings world-class university rankings
10. The rich get richer, and the poor get 10. The rich get richer, and the poor get poorer.poorer.
11. Increasing polarization of institutional 11. Increasing polarization of institutional resource generation, public funding, and resource generation, public funding, and educational quality nation-wide and world-educational quality nation-wide and world-wide. wide.
12. The cumulative advantage vs. equal 12. The cumulative advantage vs. equal
opportunities for allopportunities for all
13. Most university ranking criteria 13. Most university ranking criteria focus on focus on
academic research productivity academic research productivity rather rather
than human aspect in cultivation than human aspect in cultivation and and
collegiality.collegiality.
14. Higher education shifted from public 14. Higher education shifted from public good good
to private commodity.to private commodity.
15. Many courses and degree programs are 15. Many courses and degree programs are
packaged and marketed just like packaged and marketed just like consumer goods, and students are seen consumer goods, and students are seen as customers with a world of choice in as customers with a world of choice in front of them. front of them.
16. “Exporting” university services to less 16. “Exporting” university services to less developed countries.developed countries.
THE RANKING GAME IS NOT OVER YET, THE RANKING GAME IS NOT OVER YET, BUT THE LECTURE IS GETTING...BUT THE LECTURE IS GETTING...
International rankings and International rankings and comparisons will continue in spite of comparisons will continue in spite of criticism and protest. criticism and protest.
Support from many governments, Support from many governments, mass media, educational institutes mass media, educational institutes and the general public. and the general public.
Benchmarks create huge benefits.Benchmarks create huge benefits.
QUESTIONS REMAIN…QUESTIONS REMAIN…
Why the US has not so satisfactory PISA and TIMSS Why the US has not so satisfactory PISA and TIMSS results, but has established so many world-class results, but has established so many world-class universities in the countries? universities in the countries?
Does this global ranking competition bring real Does this global ranking competition bring real change or improvement to education at home?change or improvement to education at home?
What is the politics of comparison in global ranking?What is the politics of comparison in global ranking?
Does Taiwan need to be part of the Does Taiwan need to be part of the game? Why?game? Why?
THANK YOU ( THANK YOU ( 謝謝)謝謝) && GOD BLESS YOU!!GOD BLESS YOU!!
Comments are welcome!Comments are welcome! Eamil: [email protected]: [email protected]