PISA: an instrument for the improvement of the teaching-learning process

Abstract

In this paper, we will refute a series of points of view based on widely spread superficial and distorted readings of the outcome produced by the Program for International Student Assessment (pisa). This is a core goal, since these readings divert our attention from what constitutes the purpose of the project: a feasible and necessary improvement in education. Throughout the paper, we will present several examples that illustrate this purpose, specially the goal of how to have an influence on teaching through a deep questioning of assessment that incorporates procedural and axiological spheres to the conceptual sphere, and that breaks off with memorizing concepts in order to propose a practical application of knowledge in problematic situations of open interest. Reflecting on that that has to be assessed becomes essential in order to avoid impoverishing reductionisms, and it is mandatory to fight those traditions that have systematically circumscribed assessment to quantifiable aspects. It is something absolutely necessary in order to educate citizens capable of participating with a critical spirit in the decision making process regarding the problems that affect human kind and of contributing to the creation of a sustainable future.