Abstract
International large-scale assessments such as the Programme for International Student Assessment (PISA) yield comparative indicators of student achievement in various competence domains. This article focuses on global competence as a suggested cross-curricular domain for the PISA 2018 study. The measurement of global competence is related to a number of challenges, which are elaborated, described and discussed. As these challenges have so far not been sufficiently targeted, Germany, among several other countries, has decided not to assess global competence in the upcoming PISA cycle. In conclusion, propositions are made regarding viable options to capture global competence in international comparative studies so that established quality standards can be met.
Highlights
The globalizing world is shaped by a dynamic change that is visible in several areas: in trade, digitalization, the production of goods, or in the labour market (e.g. Boix Mansilla and Jackson, 2013; Coatsworth, 2004)
The definition formulated in the assessment framework may serve as a valid starting point for further differentiating and structuring the domain of global competence, but it does not solve the problem of finding a minimal consensus for the kind of content that can be assessed in an international comparison through test units and questionnaires
Compared with the degree of sophistication found in the domains of reading, mathematics and science in Programme for International Student Assessment (PISA) (OECD, 2016b), the current assessment framework for global competence fails at least at the point where correct responses are distinguished from incorrect responses
Summary
C. and Roczen, N. (2018) ‘Assessing global competence in PISA 2018: Challenges and approaches to capturing a complex construct’. (2018) ‘Assessing global competence in PISA 2018: Challenges and approaches to capturing a complex construct’. International Journal of Development Education and Global Learning, 10 (1): 5–20. Assessing global competence in PISA 2018: Challenges and approaches to capturing a complex construct. Christine Sälzer* – TUM School of Education and Centre for International Student Assessment, Munich, Germany. First published as Sälzer, C. and Roczen, N. (2018) ‘Die Messung von Global Competence im Rahmen von PISA 2018’. Translated from the German by Christine Sälzer, with assistance from Dr Gwen Schulte, DIPF, Frankfurt
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