“To Know That We Know What We Know, and to Know That We Do Not Know What We Do Not Know, That Is True Knowledge”*: How Countries Formulate Education Policies in Response to International Test-Score Comparisons (*Compliments of Copernicus)

Session Submission Type: Invited Session

Abstract

The symposium focuses on how countries have reacted to and changed their policies in response to international test-score comparisons. It is designed to address the theme of the 2012 AERA Annual Meeting: “to promote more effectively the use of research to improve education and, thereby, serve the public good.” Panelists will analyze both the implications drawn from the international comparisons and the policies implemented in response to these comparisons in the context of existing research.

To address the theme of the annual meeting, the symposium will (1) analyze the conclusions policymakers have drawn from the test-score comparisons; (2) describe the public policies that have been implemented in response to these conclusions; (3) analyze the extent to which the policies are supported by research evidence; and (4) make recommendations for the future role of research in interpreting the findings of international comparisons and formulating policies based on these interpretations.

Sub Unit

• Presidential Session

Cosponsors

• Division B - Curriculum Studies

• Division L - Educational Policies and Politics / Division L - Educational Policy and Politics

Chairs

• Michael J. Feuer, The George Washington University

• Iris C. Rotberg, The George Washington University

Participants

• Michal Beller, RAMA

• Alison Wolf, King's College London

• Yong Zhao, University of Oregon

Discussant

• Hal Salzman, Rutgers University - New Brunswick/Piscataway