The educational scientist Eckhard Klieme accuses OECD of incorrect handling of ir Pisa data in time. These would be overinterpreted. Furr, Organization for Economic Cooperation and Development tries to make with ir data policy.
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Klieme was head of German part of PISA study in year 2009 and is considered one of most renowned German education researchers. The researcher criticized that Pisa could not derive a catalogue of measures for how to “sustainably promote level of competence at a school”, Klieme said. That is what OECD is trying to do. “In or places, it is also trying to influence school policy of Pisa participating States.” In past, for example, expansion of all-day schools has been due to such over-interpretation by OECD.
Klieme also exerts harsh criticism on subject of resilience, which was presented by German OECD education director Andreas Schleicher last week. Here too, OECD interprets its PISA data: “It is core of already known findings and provides m with new iridescent labels, interprets data in part incorrectly and draws daring conclusions,” writes Klieme.
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Thus, a “positive school climate” is mentioned as a success factor, which OECD only defines as a trouble-free course of teaching. Klieme writes: “A positive school climate in sense of good teacher-pupil relationships is something or than discipline in classroom.” Moreover, it has long been known that trouble-free teaching is an important basis for successful learning.
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The OECD also igive that all-day school is particularly conducive to skills of disadvantaged students. However, in ir definition of full-time school, OECD scientists only asked school managements wher school offered activities such as atre or social engagement in afternoon. Offers, as y usually do at high schools. “Behind impact of se non-curricular activities, which OECD reports, is well-known difference in performance between school forms.”
