Evaluation of the quality of education systems through PISA

Abstract

The Programme for International Student Assessment (PISA), developed by the Organisation for Economic Co-operation and Development (OECD), represents a fundamental framework for the comparative evaluation of education systems worldwide. This research provides a comprehensive analysis of its role in assessing educational quality through a critical examination of its methodology, results, and impact on education policies. The study employs a rigorous qualitative approach based on systematic documentary analysis of PISA 2022 reports and an extensive review of international scientific literature.

The findings reveal a significant deterioration in performance observed in the 2022 cycle, particularly evident in mathematics where a fifteen-point decline is recorded in OECD countries, equivalent to three-quarters of a year of learning. The multidimensional analysis demonstrates the persistence of socio-economic inequalities as a determining factor in student outcomes, while identifying the differential impact of the pandemic on education system resilience. The study also highlights substantial disparities between countries in their ability to maintain both academic excellence and educational equity.

The structured discussion emphasizes substantial methodological limitations related to test standardization, particularly concerning issues of cross-cultural validity and the representativeness of assessed competencies. The article also examines the considerable influence of PISA rankings on national education policy orientation, as well as governance challenges associated with increasing private sector involvement in data analysis.

In conclusion, this research advocates for a contextualized and reflective use of PISA data, integrated with fundamental reflection on educational purposes and respectful of national specificities. The article contributes to the scientific debate by proposing pathways for improvement towards a more balanced assessment of education systems, incorporating both quantitative indicators and essential qualitative dimensions.

Classification JEL : I21, I24, I28

Paper type : Theoretical Research