PISA Shock in Taiwan? Large-Scale Assessment As a Boundary Object for Promoting Educational Reform

In early December 2023, the results of the 2022 Programme for International Student Assessment (PISA), led by the Organisation for Economic Co-operation and Development (OECD), were released. Taiwan ranked 5th in reading, 3rd in mathematics, and 4th in science literacy among 81 countries, significantly outperforming the OECD average. Taiwan’s education system was also praised for its "resilience" in maintaining uninterrupted learning during the pandemic.

Despite Taiwan’s consistently strong performance in PISA, there is limited research on its impact on Taiwan's educational policy reforms. Since the early 21st century, Taiwan has actively participated in various international assessments, including TIMSS, ICCS, and PIRLS, with PISA being the most influential. Like other countries that have experienced a "PISA shock," Taiwan’s lower rankings in the past spurred educational reforms. This study aims to examine PISA’s effects on Taiwan’s reading education, curriculum guidelines, and assessment practices, drawing on the "boundary objects" theory proposed by Star and Griesemer (1989) to explain PISA's significant influence.

The research adopts a qualitative approach, conducting interviews with Taiwan’s PISA team and relevant officials, and collecting official documents and media reports. The actors involved are categorized into three groups: "academics," "policy makers," and "media." Findings reveal that, due to varying roles and interests, PISA is interpreted differently by various "spokespersons." The objects derived from PISA function as indicators and evidence for evaluating educational quality, bridging the gap between academia and policy makers. This interdisciplinary approach enhances evidence-based policy making (EBPM) and has played a critical role in shaping Taiwan’s education system.