Nemzetközi tudásszintmérés – hazai oktatáspolitika
International Assessments of Student Achievement and Educational Policy

Summary/Abstract: The first international surveys of student achievement were designed by educational scientists with the aim of studying the effectiveness of education systems “in vivo”. They faced huge problems in developing valid and reliable methods for measuring student achievement as well as in looking at learning conditions across countries and cultures. This called for extensive cooperation between educational researchers from many countries. Their efforts resulted in an unprecedented development of testing with an international perspective. 30 years later, PISA was able to build on the IEA experience. However, the PISA focus shifted from comparative educational research towards monitoring education systems’ manpower production in knowledge-based societies. Unlike IEA, which was financed by a few interested countries and international foundations, PISA is financed by the participating countries. Education policy-makers from the PISA countries are aware that international comparisons are indispensable in assessing their own prospects on the global labour market of post-industrial societies. The reception given to PISA has been controversial in Hungary. As in many other countries, reactions to the results have depended on the existing political situation and trends as regards perspectives on public education. Nevertheless, international assessment studies have contributed to the development of modern assessment techniques especially in the area of large-scale surveys like that of National Competence Assessment.

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