Proč se kritizuje PISA?

Barré de Miniac, Ch. (2003). La littéracie: au delà du mot, une notion qui ouvre un champ de recherches variées. Revue suisse des sciences de l ́éducation/Schweizerische Zeitschrift für Bildunswissenschaften/Rivista svizzera di science dell ́educazione, 25(1), 111–124.

Harvey, L., & Green, D. (1993). Defining quality. Assessment and Evaluation in Higher Education, 18, 8–35.

de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38(2), 105–134.

Kaščák, O., & Pupala, B. (2011). PISA v kritickej perspektivě. Orbis Scholae, 5(1), 53–70.

REE (Recherches en éducation) (2013). Le mythe de l´éducation finlandaise. Nantes: CREN – Université de Nantes.

Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312.

Štech, S. (2011). PISA – Nástroj vzdělávací politiky nebo výzkumná metoda? Orbis Scholae, 5(1), 123–133.

Štech, S. (2013). Když je kurikulární reforma evidence-less. Pedagogická orientace, 23(5), 615–633.

Zhao, Y. (2014). Who’s afraid of the big bad dragon: Why China has the best (and worst) education. San Francisco: Jossey Bass.