Skip to main content

What to Look for in Piaac Results

How to Read Reports from International Surveys

  • Chapter
Beyond Economic Interests

Part of the book series: International Issues in Adult Education ((ADUL))

Abstract

In October 2013, results from the Organisation for Economic Co-operation and Development (OECD) sponsored Programme for the International Assessment of Adult Competencies (PIAAC) for 24 participating countries (mostly in Europe, but also including North America, the Far East, and Australia) became available.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Australian Bureau of Statistics (ABS). (2013a). Programme for the International Assessment of Adult Competencies, Australia, 2011–12: Preliminary findings, 15/2/2013. Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/4228.0~20112012~Main%20Features~Preliminary%20findings~99

  • Australian Bureau of Statistics (ABS). (2013b). Programme for the International Assessment of Adult Competencies, Australia, 2011–12: Latest issue 9/10/2013. Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4228.0Main+Features202011-12

  • Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (Revised version). Oxford: Rowan & Littlefield Publishers.

    Google Scholar 

  • Black, S., & Yasukawa, K. (2014). Level 3: Another single measure of adult literacy and numeracy. Australian Educational Researcher, 41(2), 125–138.

    Article  Google Scholar 

  • Brown, P., Halsey, A. H., Lauder, H., & Wells, A. S. (1997). The transformation of education and society: An introduction. In A. H. Halsey, H. Lauder, P. Brown, & A. S. Wells (Eds.), Education: Culture, economy, and society (pp. 1–44). Oxford: Oxford University Press.

    Google Scholar 

  • Carvalho, L. M. (2012). The fabrications and travels of a knowledge-policy instrument. European Educational Research Journal, 11(2), 172–188. Retrieved from http://dx.doi.org/10.2304/eerj.2012.11.2.172

    Article  Google Scholar 

  • Central Statistical Office, Ireland. (2013). Surveys and methodology: PIAAC. Retrieved from http://www.cso.ie/en/media/csoie/surveysandmethodologies/surveys/education/piaac/documents/PIAACSampleTasks.pdf

  • Coben, D. (2010). At the sharp end of education for an ethical, equitable and numerate society: Working in a safety-critical context – Numeracy for nursing. In U. Gellert, E. Jablonka, & C. Morgan (Eds.), Proceedings of the sixth international mathematics education and society conference (pp. 9–22). Berlin, Germany: Freie Universität.

    Google Scholar 

  • European Educational Research Journal. (2012). Governing knowledge? PISA in focus. European Educational Research Journal, 11(2). (Special Issue; L. M. Carvalho, S. Grek, E. Mangez, & X. Pons (Eds.)). Retrieved from http://www.wwwords.co.uk/eerj/content/pdfs/11/issue11_2.asp

  • Evans, J. (1983). Criteria of validity in social research: Exploring the relationship between ethnographic and quantitative approaches. In M. Hammersley (Ed.), The ethnography of schooling (pp. 173–201). Driffield: Nafferton Books.

    Google Scholar 

  • Evans, J. (2000). Adults’ mathematical thinking and emotions: A study of numerate practices. London: Routledge Falmer.

    Google Scholar 

  • Evans, J., Wedege, T., & Yasukawa, K. (2013). Critical perspectives on adults’ mathematics education. In M. A. Clements, A. Bishop, C. Keitel, J. Kilpatrick, & F. Leung (Eds.), Third international handbook of mathematics education (pp. 203–242). New York, NY: Springer.

    Google Scholar 

  • Gigerenzer, G. (2003). Reckoning with risk – Learning to live with uncertainty. London: Penguin.

    Google Scholar 

  • Gillespie, J. (2004). The “Skills for Life” national survey of adult numeracy in England. What does it tell us? What further questions does it prompt? Paper for Study Group 6: Adult and Lifelong Education, 10th International Congress on Mathematical Education (ICME-10).

    Google Scholar 

  • Grek, S. (2010). International Organisations and the shared construction of policy ‘problems’: Problematisation and change in education governance in Europe. European Educational Research Journal, 9(3), 396–406.

    Article  Google Scholar 

  • Guadalupe, C. (2015). How feasible is it to develop a culturally-sensitive large-scale standardised assessment of literacy skills? In M. Hamilton, B. Maddox, & C. Addey (Eds.), Literacy as numbers: Researching the politics and practices of international literacy assessment (pp. 111–128). Cambridge: Cambridge University Press.

    Google Scholar 

  • Hamilton, M. (2012). Literacy and the politics of representation. London: Routledge.

    Google Scholar 

  • Hamilton, M., & Barton, D. (2000). The international adult literacy survey: What does it really measure? International Review of Education, 46(5), 377–389.

    Article  Google Scholar 

  • Hoyles, C., Noss, R., Kent, P., & Bakker, A. (2010). Improving mathematics at work: The need for technomathematical literacies. New York, NY: Routledge.

    Google Scholar 

  • Kanes, C., Morgan, C., & Tsatsaroni, A. (2014). The PISA mathematics regime (of rationality) and the ethics of self. Educational Studies in Mathematics. Special Issue on Social Theory in Mathematics Education, 87(2), 145–165.

    Google Scholar 

  • Knijnik, G. (2007). Brazilian peasant mathematics, school mathematics and adult education. Adults Learning Mathematics – An International Journal, 2(2), 53–62.

    Google Scholar 

  • Lerman, S., Murphy, B., & Winbourne, P. (2013). Big ideas in teacher knowledge and mathematical pedagogy. London: London South Bank University, unpublished.

    Google Scholar 

  • Meyer, H.-D., & Benavot, A. (Eds.). (2013). PISA, power and policy: The emergence of global educational governance. Oxford: Symposium Books.

    Google Scholar 

  • Moore, R., & Jones, L. (2007). Appropriating competence: The competency movement, the new right and the ‘culture change’ project. In R. Moore (Ed.), Sociology of knowledge and education (pp. 130–144). London: Continuum.

    Google Scholar 

  • Mullen, J., & Evans, J. (2010). Adult numeracy in the context of economic change: The conversion to the Euro in the Slovak Republic. In G. Griffiths & D. Kaye (Eds.), Numeracy works for life: Proceedings of the 16th International Conference of Adults Learning Mathematics – A Research Forum (ALM) incorporating the LLU+ 7th National Numeracy Conference (pp. 189–200). London: ALM/ London South Bank University.

    Google Scholar 

  • O’Hagan, J. (2012). (When) can we trust ourselves to think straight? – and (when) does it really matter? In T. Maguire, J. J. Keogh, & J. O’Donoghue (Eds.), Mathematical eyes: A bridge between adults, the world and mathematics: Proceedings of the 18th International Conference of Adults Learning Mathematics – A Research Forum (ALM) (pp. 305–315). Dublin: ALM & ITT Dublin.

    Google Scholar 

  • Organisation for Economic Co-operation and Development (OECD). (2007). Qualifications systems: Bridges to lifelong learning. Paris: OECD Publishing. Retrieved from http://www.oecd.org/edu/skillsbeyond-school/38465471.pdf

  • Organisation for Economic Co-operation and Development (OECD). (2013a). OECD skills outlook 2013: First results from the survey of adult skills. Paris: OECD. Retrieved from www.oecd.org/site/piaac/#d.en.221854

  • Organisation for Economic Co-operation and Development (OECD). (2013b). The survey of adult skills: Reader’s companion. Paris: OECD. Retrieved from www.oecd.org/site/piaac/publications.htm

  • Organisation for Economic Co-operation and Development (OECD). (2013c). Country note – Australia: Survey of adult skills – First results. Paris: OECD. Retrieved from www.oecd.org/site/piaac/Country%20note%20-%20Australia_final.pdf

  • Ozga, J. (2009). Governing education through data in England: From regulation to self-evaluation. Journal of Education Policy, 24(2), 149–162.

    Article  Google Scholar 

  • PIAAC Numeracy Expert Group. (2009). PIAAC numeracy: A conceptual framework (OECD Education Working Paper No. 35). Paris: OECD Publishing. Retrieved from http://www.oecd.org/officialdocuments/Displaydocumentpdf?cote=edu/wkp(2009)14&doclanguage=en

  • Pinsent-Johnson, C. (2015). From an international adult literacy assessment to the classroom: How test development methods are transposed into curriculum. In M. Hamilton, B. Maddox, & C. Addey (Eds.), Literacy as numbers: Researching the politics and practices of international literacy assessment (pp. 187–205). Cambridge: Cambridge University Press.

    Google Scholar 

  • Radical Statistics Education Group. (1982). Reading between the numbers: A critical guide to educational research. London: BSSRS Publications. Retrieved from http://www.radstats.org.uk/books/ReadingBetweenNumbers.pdf

    Google Scholar 

  • Reder, S. (2009). The development of literacy and numeracy in adult life. In S. Reder & J. Bynner (Eds.), Tracking adult literacy and numeracy skills: Findings from longitudinal research. London: Routledge.

    Google Scholar 

  • Rizvi, F., & Lingard, B. (2010). Globalizing education policy. London: Routledge.

    Google Scholar 

  • Schleicher, A. (2008). PIAAC: A new strategy for assessing adult competencies. International Review of Education, 54(5–6), 627–650. Retrieved from http://www.oecd.org/dataoecd/48/5/41529787.pdf

    Article  Google Scholar 

  • Tsatsaroni, A., & Evans, J. (2013). Adult numeracy and the totally pedagogised society: PIAAC and other international surveys in the context of global educational policy. Educational Studies in Mathematics, Special Issue on Social Theory in Mathematics Education, 87(2), 167–186.

    Article  Google Scholar 

  • Walker, J. (2009). The inclusion and construction of the worthy citizen through lifelong learning: A focus on the OECD. Journal of Education Policy, 24(3), 335–351.

    Article  Google Scholar 

  • Young, M. F. D. (2010). Alternative educational futures for a knowledge society. European Educational Research Journal, 9(1), 1–12.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Evans, J. (2016). What to Look for in Piaac Results. In: Yasukawa, K., Black, S. (eds) Beyond Economic Interests. International Issues in Adult Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-444-2_3

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-444-2_3

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-444-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics