PISA: AN ASSESSMENT TO IMPROVE THE PERFORMANCE OF STUDENTS IN PARTICIPATING COUNTRIES OR A RANKING DEFINITION?

Abstract

This article analyses the complexities surrounding the Programme for International Student Assessment (PISA), considering whether its main function is to serve as a methodology to improve student performance in participating countries or whether it corresponds more to a ranking system. It first characterizes PISA and its objectives, placing the assessment in the context of global education policies. It then analyses the different interpretations of the impact of PISA on the educational systems of participating countries. The methodology employed by PISA, addressing aspects of data collection and analysis, as well as the limitations associated with the method. The impact of PISA results, not only in terms of student academic performance, but also with regard to the political and social implications for educational systems, with special attention to common challenges and criticisms, such as the issue of educational inequalities. The capacity of PISA to influence global education is highlighted through concrete cases, demonstrating how many countries are reformulating their pedagogical approaches based on data from PISA assessments. Concluding with a reflection on the ethical, political and cultural implications of interpreting the results, offering recommendations on how countries can use PISA data to promote sustainable and equitable educational improvements, rather than limiting themselves to competing for better positions in international rankings.