A Multi-dimensional Comparison Of PISA And PCSA

PISA, namely Program for International Student Assessment, is an international assessment program of students achievement organized by OECD(Organization for Economic Cooperation and Development). It aims to test the knowledge and skills of the 15-year-old students who are going to complete the compulsory education. It’s pointed out that our country need to improve the monitoring and assessment system, regularly publish the corresponding report in The national medium and long-term education reform and development plan outline (2010-2020). In order to achieve that goal, China has issued and implemented the Compulsory Education Quality Monitoring Program since 2015,which means the PCSA(Program for Chinese Student Assessment) has been unveiled. Although there are great differences between PCSA and PISA on the evaluation object, the quality idea, the quality dimensions, the assessment techniques and the application of evaluation results etc. Since PCSA is the newly-emerged thing, there is no successful experience to learn whether in design or in implementation of the program. And the successful experience of PISA plays an important role in improving the implementation and effectiveness of PCSA, and perfecting Chinese compulsory education quality monitoring system.This thesis draws on the idea of Beredi’s comparative theory, which is the four stage of comparative study, including describing, explaining, paralleling, comparing. It is divided into four parts. To begin with, it gives a brief introduction of the PISA and PCSA, including background, content, characteristic and function. Moreover, it makes a comparison between the two items from five dimensions, which are the quality concept, quality dimensions, quality standards, the evaluation techniques and the application of evaluation results. In addition, based on the comparison of the similarities and differences and taken PISA as a reference, it further explores the current prominent problems and causes during the implementation of PCSA in China. Last but not least it puts forward some policy implications for the thorough and effective implementation of PCSA.Through the comparison, it’s pointed out that the similarities of PISA and PCSA, which are mainly manifested in the following aspects. Firstly, they both advocates the comprehensive and scientific education quality idea. Secondly, they both take the comprehensive qualities as the quality dimensions, which are adapting to society and participating in society. Thirdly, they both focus on the diversity and flexibility of quality standards. Fourthly, they are guided by the modern measurement theory, emphasize the combination of questionnaire and interview and stress the two-dimension monitoring way which means the monitoring of teachers and students. Finally, they both emphasize that the evaluation results will be applied to guide the policy-making of government and improve the teaching abilities of school. While the difference is mainly reflected on the following aspects. Firstly, PISA mainly tests knowledge and skills of the 15-year-old students in reading, mathematics, science, problem solving ability and financial literacy, whereas PCSA focus on monitoring the achievements of the fourth grade and the eighth grade students in Chinese, math, science, PE, art and moral development level. Secondly, the evaluation standards of PISA are more detailed and diverse, whereas PCSA does not form a unified and scientific evaluation indicators, the independence between the contents of the evaluation standards should be discussed. Finally, PISA emphasizes the protection of the mechanism and the follow-up and accountability of evaluation results, whereas PCSA focuses on grading report, and does not explain the effectiveness and the follow-up of the evaluation results. Because of the historical culture, social, economic and political factors in our country, the implementation of PCSA is currently facing the following challenges:the uniform awareness towards education quality, the tendency of paying more attention to results than process, lacking of fairness, the low level of evaluation subject and the authenticity of evaluation techniques. Therefore, in order to ensure that PCSA can be effectively carried out and can achieve the desired objectives, here are some suggestions:Firstly, intensifying propaganda on quality view. Secondly, paying attention to the diversification of evaluation content, focusing on the change. Thirdly, perfecting the evaluation standards to ensure the fairness. Fourthly, introducing the third-party evaluation agency to improve the professional level of evaluation. Fifthly, using the new technology to improve the reliability and validity of the evaluation results. Finally, perfecting the legal, supervision and accountability mechanisms to enhance the effectiveness of evaluation.