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How International Large-scale Skills Assessments engage with national actors mobilizing networks through policy, media, and public knowledge

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How International Large-scale Skills Assessments engage with national actors mobilizing networks through policy, media, and public knowledge. / Hamilton, Mary Elizabeth.
In: Critical Studies in Education, Vol. 58, No. 3, 09.2017, p. 280-294.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Hamilton, ME 2017, 'How International Large-scale Skills Assessments engage with national actors mobilizing networks through policy, media, and public knowledge', Critical Studies in Education, vol. 58, no. 3, pp. 280-294. https://doi.org/10.1080/17508487.2017.1330761

APA

Hamilton, M. E. (2017). How International Large-scale Skills Assessments engage with national actors mobilizing networks through policy, media, and public knowledge. Critical Studies in Education, 58(3), 280-294. https://doi.org/10.1080/17508487.2017.1330761

Vancouver

Hamilton ME. How International Large-scale Skills Assessments engage with national actors mobilizing networks through policy, media, and public knowledge. Critical Studies in Education. 2017 Sept;58(3):280-294. Epub 2017 Jun 9. doi: 10.1080/17508487.2017.1330761

Author

Hamilton, Mary Elizabeth. / How International Large-scale Skills Assessments engage with national actors mobilizing networks through policy, media, and public knowledge. In: Critical Studies in Education. 2017 ; Vol. 58, No. 3. pp. 280-294.

Bibtex

@article{db840949ed5b4bbd80301b4392dd3dea,
title = "How International Large-scale Skills Assessments engage with national actors mobilizing networks through policy, media, and public knowledge",
abstract = "This paper examines how international, large-scale skills assessments (ILSAs) engage with the broader societies they seek to serve and improve. It looks particularly at the discursive work that is done by different interest groups and the media through which the findings become part of public conversations and are translated into usable form in policy arenas. The paper discusses how individual countries are mobilised to participate in international surveys, how the public release of findings is managed and what is known from current research about how the findings are reported and interpreted in the media. Research in this area shows that international and national actors engage actively and strategically with ILSAs, to influence the interpretation of findings and subsequent policy outcomes. However, these efforts are indeterminate and this paper argues that it is at the more profound level of the public imagination of education outcomes and of the evidence needed to know about these that ILSAs achieve their most totalising effects.",
keywords = "International skills assessments, media, policy formation, public knowledge",
author = "Hamilton, {Mary Elizabeth}",
year = "2017",
month = sep,
doi = "10.1080/17508487.2017.1330761",
language = "English",
volume = "58",
pages = "280--294",
journal = "Critical Studies in Education",
issn = "1750-8487",
publisher = "Taylor and Francis Ltd.",
number = "3",

}

RIS

TY - JOUR

T1 - How International Large-scale Skills Assessments engage with national actors mobilizing networks through policy, media, and public knowledge

AU - Hamilton, Mary Elizabeth

PY - 2017/9

Y1 - 2017/9

N2 - This paper examines how international, large-scale skills assessments (ILSAs) engage with the broader societies they seek to serve and improve. It looks particularly at the discursive work that is done by different interest groups and the media through which the findings become part of public conversations and are translated into usable form in policy arenas. The paper discusses how individual countries are mobilised to participate in international surveys, how the public release of findings is managed and what is known from current research about how the findings are reported and interpreted in the media. Research in this area shows that international and national actors engage actively and strategically with ILSAs, to influence the interpretation of findings and subsequent policy outcomes. However, these efforts are indeterminate and this paper argues that it is at the more profound level of the public imagination of education outcomes and of the evidence needed to know about these that ILSAs achieve their most totalising effects.

AB - This paper examines how international, large-scale skills assessments (ILSAs) engage with the broader societies they seek to serve and improve. It looks particularly at the discursive work that is done by different interest groups and the media through which the findings become part of public conversations and are translated into usable form in policy arenas. The paper discusses how individual countries are mobilised to participate in international surveys, how the public release of findings is managed and what is known from current research about how the findings are reported and interpreted in the media. Research in this area shows that international and national actors engage actively and strategically with ILSAs, to influence the interpretation of findings and subsequent policy outcomes. However, these efforts are indeterminate and this paper argues that it is at the more profound level of the public imagination of education outcomes and of the evidence needed to know about these that ILSAs achieve their most totalising effects.

KW - International skills assessments

KW - media

KW - policy formation

KW - public knowledge

U2 - 10.1080/17508487.2017.1330761

DO - 10.1080/17508487.2017.1330761

M3 - Journal article

VL - 58

SP - 280

EP - 294

JO - Critical Studies in Education

JF - Critical Studies in Education

SN - 1750-8487

IS - 3

ER -