[Rasch] PISA critique in TES - a competition? - from a distance

Bond, Trevor trevor.bond at jcu.edu.au
Wed Oct 1 20:06:39 EST 2014

Are we suggesting that critique should be hidden from view?

Sent from 007's iPad

> On 1 Oct 2014, at 5:50 pm, "Stefan Cano" <stefanjcano at gmail.com> wrote:
> Thank you for posting this Thomas. Very nicely articulated.
> -----Original Message-----
> From: rasch-bounces at acer.edu.au [mailto:rasch-bounces at acer.edu.au] On Behalf
> Of David Andrich
> Sent: 30 September 2014 12:45
> To: rasch at acer.edu.au
> Subject: Re: [Rasch] PISA critique in TES - a competition? - from a distance
> Importance: High
> Totally agree with Steve. 
> David
> David Andrich, BSc MEd W.Aust., PhD Chic, FASSA Chapple Professor
> david.andrich at uwa.edu.au  Graduate School of Education The University of
> Western Australia M428, 35 Stirling Highway, Crawley, WA, 6009
> Telephone: +61 8 6488 1085;   Fax: +61 8 6488 1052
> www.matildabayclub.net
> http://www.education.uwa.edu.au/ppl/courses<SPAN style="COLOR: nav
> ________________________________________
> From: rasch-bounces at acer.edu.au [rasch-bounces at acer.edu.au] On Behalf Of
> Stephen Humphry [stephen.humphry at uwa.edu.au]
> Sent: Tuesday, 30 September 2014 7:19 PM
> To: rasch at acer.edu.au
> Subject: Re: [Rasch] PISA critique in TES - a competition? - from a distance
> Nicely said Thomas.
> Steve
> From: rasch-bounces at acer.edu.au [mailto:rasch-bounces at acer.edu.au] On Behalf
> Of Thomas Salzberger
> Sent: Tuesday, 30 September 2014 6:55 PM
> To: rasch at acer.edu.au
> Subject: Re: [Rasch] PISA critique in TES - a competition? - from a distance
> Dear all,
> I have been watching the discussion from a distance since education is not
> my field of expertise.
> Consequently, I refrain from making specific comments about the content.
> Anyhow, in my mind, it is unfortunate that the controversy divides people
> who are all, by and large, building upon the same premises and sharing more
> or less the same understanding of what measurement is or what it should be.
> It is an all to frequent phenomenon that the Rasch-community/ies get(s)
> roped into discussions on issues we actually should not assume
> responsibility for.
> I, personally, do believe that PISA is first and foremost a political issue.
> Isn't there an obsession with comparing everything, everybody, and every
> country?
> Admittedly, I do see the point. It is interesting to compare the outcome of
> educational systems of all sorts across all possible countries and derive
> conclusions. The ones lagging behind can learn from the vanguard. All fine.
> The objectives are commendable.
> On the other hand, when does it come done to comparing apples and oranges?
> Aren't there different curricula? Different emphasis from one country to
> another?
> Different people? Culture?
> Again, I am not an expert in the field, but I would think all of the above
> matters.
> Or should all be the same all over the world? Globalization, same goals, one
> system?
> Should we all teach to the PISA-test?
> Rasch is a wonderful tool. Providing us with very useful properties if
> requirements are met.
> But isn't the frame of reference key? How far can we stretch the frame of
> reference when it comes to PISA? Apples and oranges, important? All fruits,
> after all.
> However, what if one country tops the list in terms of apples but performs
> poorly in terms of oranges?
> Whisk the thing and it is all the same?
> I assume that multiple rankings (or a range of rankings) provide a much more
> valid representation, if one wants to apply Rasch. And I further assume
> everybody familiar with Rasch and measurement openly or secretly agrees.
> (Maybe I am wrong.) The problem is, there is a political agenda. No
> politician (and the public) would have a clue what these fuzzy rankings
> would mean. They want an unambiguous answer. Simplicity rather than
> complexity. Damn thing that we live in a complex world.
> In fact, I do understand politicians. If they want to derive clear
> conclusions, one equivocal ranking is much more useful. So, I do understand
> all who are behind PISA when they desperately try to achieve this.
> The question remains what conclusions politicians actually draw anyway?
> This is not a rhetorical question, I really do not know the answer.
> In my own country (Austria), I observed that
> - politicians refer to the gap between Austria and the top (mostly the
> Finns) whenever they want to emphasise that something needs to be done and
> the thing that needs to be done is what they have always said needs to be
> done (Pisa as the justification that action is required, but nobody really
> thinks about how the apparently successful procedures followed in Finland
> could be implemented in Austria; when asked about that politicians say "Ah
> that wouldn't work here" or "That's too expensive, we cannot afford it").
> - ruling parties acclaim any change to the better (even if it may only be a
> result of random fluctuation, it's different cohorts, after all), and claim
> that this is a sign that their policy is the right one
> - whenever there is decline, ruling parties take this is evidence that there
> policy is still the right one but that we need more of that policy (we are
> on the right track, but it takes time, etc).
> - the opposition claims the reverse.
> No wonder that, as a citizen, I have doubts as to the usefulness of PISA
> once the results are in the hand of politicians. I guess experts in
> education might learn more from PISA results and they would know how to
> interpret ambiguity. Alas, it is not experts who rule this world (perhabs
> this is a good thing).
> My fear is that the controversy about PISA will not be understood as a
> controversy primarily about PISA but more as one about the Rasch model.
> People will say "PISA? Isn't that this test where this obscure Rasch model
> is applied?"
> Or "No wonder that they are in a mess. Rasch just doesn't work."
> This is not to say that we should not discuss the issue. It is one of the
> great scientific assets of Rasch measurement that we do not shy away from
> such debates. But we need to emphasise that problems, if any, are not due to
> the Rasch model but due to the immense complexity of the task.
> How this can be done? I don't know.
> In any case, the purpose of Rasch is exposing problems, not necessarily
> solving them.
> This brings us back to politics. Politicians don't fancy problems, they want
> solutions ...
> Best
> Thomas
> --
> ___________________________________
> Thomas.Salzberger at gmail.com<mailto:Thomas.Salzberger at gmail.com>
> Thomas.Salzberger at wu.ac.at<mailto:Thomas.Salzberger at wu.ac.at>
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