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Critical Studies in Education Volume 58, 2017 - Issue 3: The Potentials, Politics and Promises of International Large-Scale Assessments
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Golden relics & historical standards: how the OECD is expanding global education governance through PISA for Development

Camilla AddeyCentre for Comparative and International Education, Humboldt University, Berlin, GermanyCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-8431-5568View further author information
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Pages 311-325 | Received 15 Dec 2016, Accepted 04 Jul 2017, Published online: 02 Aug 2017

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Xiaomin Li & Paul Morris. (2023) Measuring and misrepresenting the missing millions: the OECD’s assessment of out-of-school youth in PISA for Development. Critical Studies in Education 0:0, pages 1-14.
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Helen Seitzer. (2023) More than meets the eye: uncovering the evolution of the OECD’s institutional priorities in education. Journal of Education Policy 38:2, pages 277-301.
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Steven Lewis & Bob Lingard. (2023) Platforms, profits and PISA for schools: new actors, by-passes and topological spaces in global educational governance. Comparative Education 59:1, pages 99-117.
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Camilla Addey. (2022) Halos, love boats, and the PISA family: understanding contractors’ rationales for carrying out International Large-Scale Assessment contracts. Compare: A Journal of Comparative and International Education 0:0, pages 1-18.
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Euan Auld, Li Xiaomin & Paul Morris. (2022) Piloting PISA for development to success: an analysis of its findings, framework and recommendations. Compare: A Journal of Comparative and International Education 52:7, pages 1145-1169.
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Zi Hu. (2022) Local meanings of international student assessments: an analysis of media discourses of PISA in China, 2010-2016. Compare: A Journal of Comparative and International Education 52:3, pages 419-439.
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Chanwoong Baek. (2022) Internalising externalisation: utilisation of international knowledge in education policymaking. British Journal of Sociology of Education 43:1, pages 159-176.
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Camilla Addey. (2021) Passports to the Global South, UN flags, favourite experts: understanding the interplay between UNESCO and the OECD within the SDG4 context. Globalisation, Societies and Education 19:5, pages 593-604.
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Sigrid Hartong & Nelli Piattoeva. (2021) Contextualizing the datafication of schooling – a comparative discussion of Germany and Russia. Critical Studies in Education 62:2, pages 227-242.
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Euan Auld & Paul Morris. (2021) A NeverEnding story: tracing the OECD's evolving narratives within a global development complex. Globalisation, Societies and Education 19:2, pages 183-197.
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Vera G. Centeno. (2021) The OECD: actor, arena, instrument. Globalisation, Societies and Education 19:2, pages 108-121.
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Hikaru Komatsu & Jeremy Rappleye. (2021) Rearticulating PISA. Globalisation, Societies and Education 19:2, pages 245-258.
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Jeremy Rappleye & Hikaru Komatsu. (2021) Is knowledge capital theory degenerate? PIAAC, PISA, and economic growth. Compare: A Journal of Comparative and International Education 51:2, pages 240-258.
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Camilla Addey. (2020) The appeal of PISA for Development in Ecuador and Paraguay: theorising and applying the global ritual of belonging. Compare: A Journal of Comparative and International Education 50:8, pages 1159-1174.
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Camilla Addey, Bryan Maddox & Bruno D. Zumbo. (2020) Assembled validity: rethinking Kane’s argument-based approach in the context of International Large-Scale Assessments (ILSAs). Assessment in Education: Principles, Policy & Practice 27:6, pages 588-606.
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Camilla Addey & Radhika Gorur. (2020) Translating PISA, translating the world. Comparative Education 56:4, pages 547-564.
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Yun You. (2020) The ‘new Orientalism’: education policy borrowing and representations of East Asia. Compare: A Journal of Comparative and International Education 50:5, pages 742-763.
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Joakim Landahl. (2020) The PISA calendar: Temporal governance and international large-scale assessments. Educational Philosophy and Theory 52:6, pages 625-639.
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Gustavo E. Fischman, Amelia Marcetti Topper, Iveta Silova, Janna Goebel & Jessica L. Holloway. (2019) Examining the influence of international large-scale assessments on national education policies. Journal of Education Policy 34:4, pages 470-499.
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Euan Auld, Jeremy Rappleye & Paul Morris. (2019) PISA for Development: how the OECD and World Bank shaped education governance post-2015. Comparative Education 55:2, pages 197-219.
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Michael Crossley. (2019) Policy transfer, sustainable development and the contexts of education. Compare: A Journal of Comparative and International Education 49:2, pages 175-191.
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Dennis Niemann & Kerstin Martens. 2021. International Organizations in Global Social Governance. International Organizations in Global Social Governance 163 186 .
Michael Crossley, Kenneth King, Simon McGrath & Keith Watson. (2020) Possibilities and priorities for IJED in times of uncertainty: A 40th anniversary analysis. International Journal of Educational Development 79, pages 102283.
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Gang Zhu, Guoxing Xu, Yujuan Li & Boyin Chen. (2020) Typology of OECD’s Global Educational Governance and Its Policy Effect. Comparative Education Review 64:3, pages 525-542.
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Şule Egüz, Cemil Öztürk & Alper Kesten. (2019) Technology-supported global education: A mixed method study. Pegem Eğitim ve Öğretim Dergisi 9:4, pages 1209-1244.
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Iveta Silova, Jeremy Rappleye & Hikaru Komatsu. (2019) Measuring What Really Matters: Education and Large-Scale Assessments in the Time of Climate Crisis . ECNU Review of Education 2:3, pages 342-346.
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Euan Auld & Paul Morris. (2019) Science by streetlight and the OECD’s measure of global competence: A new yardstick for internationalisation?. Policy Futures in Education 17:6, pages 677-698.
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Ellen Boeren. (2019) Understanding Sustainable Development Goal (SDG) 4 on “quality education” from micro, meso and macro perspectives. International Review of Education 65:2, pages 277-294.
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Euan Auld & Paul Morris. (2019) The OECD and IELS: Redefining early childhood education for the 21st century. Policy Futures in Education 17:1, pages 11-26.
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Vera G. Centeno. 2019. The OECD’s Historical Rise in Education. The OECD’s Historical Rise in Education 63 82 .
Dennis Niemann & Kerstin Martens. (2018) Soft governance by hard fact? The OECD as a knowledge broker in education policy. Global Social Policy 18:3, pages 267-283.
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Marialuisa Villani & Dalila Andrade Oliveira. (2018) Avaliação Nacional e Internacional no Brasil: os vínculos entre o PISA e o IDEB. Educação & Realidade 43:4, pages 1343-1362.
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