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

Verger, A., Parcerisa, L. and Fontdevila, C. (2019) The growth and spread of large-scale assessments and test-based accountabilities: a political sociology of global education reforms. Educational Review, 71(1), pp. 5-30. (doi: 10.1080/00131911.2019.1522045)

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Abstract

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.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Fontdevila Puig, Dr Clara
Authors: Verger, A., Parcerisa, L., and Fontdevila, C.
College/School:College of Social Sciences > School of Education
Journal Name:Educational Review
Publisher:Taylor & Francis
ISSN:0013-1911
ISSN (Online):1465-3397
Published Online:05 October 2018

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