Ο γλωσσικός γραμματισμός στο πλαίσιο του Προγράμματος PISA : κριτικές επισημάνσεις.

Μαρίνα Δεδούλη, Ελένη Κατσαρού

Abstract


The aim of the study that is presented here is to approach critically the OFI'D Programme for International Student Assessment (PISA). More specifically, we examine the conceptual framework underlying the Programme for the do¬main of reading literacy and the tasks (tests) given to students in PISA 2000 assessment together with the directions concerning how these tasks had to be scored. Using the theoretical framework of the New Literacy Studies, and the common distinction between functional and critical literacy, we try to under¬stand and discuss how reading literacy is defined in PISA and consequently what conceptualisation of reading literacy is promoted by the Programme. Is there any interest in the contextual, social and ideological dimensions of language and literacy or is reading literacy limited to the effective use of language in specific communication circumstances, and to the successful re¬production of selected text forms? The data examined revealed - as we try to show in our study- a strong tendency of PISA for functional literacy.

Keywords


Student evaluation

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