The growth and spread of large-scale assessments and test-based accountabilities: a political sociology of global education reforms

Antoni Verger, Lluís Parcerisa, Clara Fontdevila

Research output: Contribution to journalArticleResearch

16 Citations (Scopus)

Abstract

© 2018, © 2018 Educational Review. The Global Education Reform Movement (GERM) is expanding internationally and reaching countries that seemed to be immune to this education reform approach until quite recently. Accordingly, more and more educational systems in the world are articulated around three main policy principles: accountability, standards and decentralisation. National large-scale assessments (NLSAs) are a core component of the GERM; these assessments are increasingly used for accountability purposes as well as to ensure that schools achieve and promote centrally defined and evaluable learning standards. In this paper, we explore these trends on the basis of a new and original database on NLSAs, as well as on data coming from the Programme for International Student Assessment (PISA) questionnaires. In the paper we also discuss how different theories on policy dissemination/globalisation explain the international spread of NLSAs and test-based accountability worldwide, and reflect on the potential of a political sociology approach to analyse this globalising phenomenon.
Original languageEnglish
Pages (from-to)5-30
JournalEducational Review
Volume71
DOIs
Publication statusPublished - 2 Jan 2019

Keywords

  • educational assessment
  • educational policy
  • globalisation
  • policy instruments
  • Standardised tests
  • test-based accountability

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