ABSTRACT
This chapter analyzes a tool OECD launched in 2012, namely, the PISA (Programme for International Student Assessment)-based test for schools. Based on analysis, and mainly drawing upon a Foucauldian theory of governmentality, the chapter argues that such a tool is, in a sense, the natural completion of the PISA test. PISA-based test for schools was piloted in 2012 in the United States, Canada, and the UK on a voluntary basis, funded by the OECD, local school districts, and a number of US-based organizations. In order to address a lack of ethical engagement and courage entailed in OECD's model, the chapter attempts to analyze what model of teaching is produced by OECD's discourse. The chapter also argues that PISA works as a kind of ongoing subtraction of responsibility and capacity for decisions from teaching and teachers. The PISA-based Test for Schools is a student assessment tool, used by schools to support research, benchmarking and school improvement.
