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Whatever the intentions
of the initiators of PISA, it is important to examine the validity
– and thus the interest – of such an operation from
the didactical point of view. We leave it to others to defend
the positive aspects of this programme, seeking here only to
highlight the limits of it’s usefulness for didactics
– perhaps even the obstacles which this type of investigation
might erect with respect to current efforts to improve the teaching
of reading. We will conclude by asking about the secondary effects
of the study and whether the effort is worth the investment.
Our analysis, reflections and questions are based essentially
on our experience in didactics of French as a mother tongue,
in collaboration with teachers of the Cycle d’orientation
in Geneva (lower secondary school) and on our participation
in two other international surveys IEA, International Association
for the Evaluation of Educational Achievement, Reading Literacy,
1991; TIMSS, Third International Mathematics and Science Study,
1995) . |
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