Tracing the sub-national effect of the OECD PISA: Integration into Canada’s decentralized education system
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Although education scholars have examined the globalization effect of the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) and its impact in several countries, few have explored its effect at the sub-national level. Taking the Canadian federation as its case study, I argue that the PISA, as a universalizing project for education, is being uncritically replicated through the implementation of student assessments at the national level. By drawing on the policy studies and policy sociology literature, I find evidence of policy discursive practices and techniques, which led to the creation and replication of a PISA-modeled assessment sub-nationally in the form of the Pan-Canadian Assessment Program. Three key themes emerge that facilitate the modeling of universalizing educational projects such as the PISA by sub-national entities: (1) a preoccupation with the international benchmarking of student performance, (2) a shift away from a curriculum-based assessment to a competency-based one, and (3) the adoption of organizational systems and processes of assessment aligned with supranational assessment practices. I suggest that domestic conditions in the Canadian federation were conducive to the rapid integration of the PISA sub-nationally despite the decentralized structure of the Canadian elementary and secondary education system.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it