The Political Structuration of Assessment: Negotiating State Power and Legitimacy

Benveniste, Luis

doi:10.1086/324051

Cited by 50 publications

(35 citation statements)

References 13 publications

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“…Furthermore, policy and practice implications should be explored. We argue that attention must focus on the instrumental and symbolic functions related to the political governing of schools (Benveniste 2002). Assessment tools (e.g., standardized tests) and evaluation (e.g., school inspection) can be used to collect comparable data that can be used to support rational decision-making at the local, regional, and national levels.…”

Section: Increased Awareness Of Implications Is Neededmentioning

confidence: 99%

Standardization and assessment practices

Huber

Skedsmo

2017

Educ Asse Eval Acc

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Many countries have recently introduced reforms that aim to enhance education quality by implementing assessment tools to evaluate organizational, classroom, and personal practices (at school leader, teacher, and student levels). Standards and quality frameworks describe education processes and outputs with operationalized indicators, sometimes taking into account the conditions of educational practices. The evaluation process is aligned to these standards and standardized itself, particularly when used for accountability purposes.On the one hand, standardization, and in particular defining minimum standards, can be regarded as convenient, as it establishes a common framework that focuses on the basic skills and competencies considered important. Standardized approaches to assessment and evaluation practices allow for comparison of educational quality across regions, states, and countries. On the other hand, standardizing assessment and evaluation practices is also constraining because it disregards contextual factors, such as local, regional, and national educational conditions, and their effects on individuals, classrooms, and organizations. Contextual aspects are important for fairly judging quality. Moreover, for improvement purposes-in contrast with accountability purposes-the contextual aspects of education quality are even more important. This issue raises the following key questions: How much contextual differentiation is needed? What are standardization's implications for education assessment and evaluation processes? What are the consequences of standardization, and are there any unintended negative side effects?

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Section: Increased Awareness Of Implications Is Neededmentioning

confidence: 99%

Standardization and assessment practices

Huber

Skedsmo

2017

Educ Asse Eval Acc

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“…En sus inicios, el SIMCE fue concebido como una herramienta para recolectar información sobre las escuelas con el fin de monitorear el estado de la educación en el país (BENVENISTE, 2002). Sin embargo, paulatinamente comenzó a adquirir las características de las prueba de altas consecuencias afines a la consolidación de las reformas educativas pro mercado, al ser utilizada como fuente de información para que las familias tomasen decisiones en el mercado educativo (CONTRERAS y SALINAS, 2015); y también como herramienta para apoyar políticas de focalización de recursos de tipo subsidiario CORBALÁN;INZUNZA, 2015).…”

Section: El Simce: Una Prueba De Altas Consecuenciasunclassified

“…Estas pruebas se utilizan para hacer juicios sobre el avance o retroceso de la calidad de la educación de las escuelas (RACZYNSKI y MUÑOZ, 2007), para analizar el éxito de las reformas en los países (BENVENISTE, 2002), para identificar prioridades de investigación en relación al éxito o fracaso de determinadas políticas educativas (GYSLING, 2015), o para identificar casos excepcionales de escuelas que proveen una educación "de calidad" en contextos adversos (BELLEI et al, 2004).…”

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Efectos Indeseados De La Medición De La Calidad Educativa en Chile. La Respuesta De La Sociedad Civil

Campos-Martínez

Morales

2016

Cad. CEDES

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RESUMEN:Con el avance de reformas que usan pruebas estandarizadas para evaluar y gestionar a las escuelas, sus efectos se hacen cada vez más presentes mientras las experiencias de resistencia se multiplican. El presente artículo utiliza técnicas cualitativas aplicadas durante un período de cinco años en tres escuelas de Santiago de Chile para explorar los efectos indeseados de este tipo de pruebas y el impacto de una campaña educativa que busca terminar con ellos.Palabras clave: Alto al SIMCE. Política educativa. Efectos Indeseados Pruebas Estandarizadas. Resistencia a pruebas estandarizadas. The unwanted effects of education quality assessment in Chile and the civil society's replyABSTRACT: With the advancement of reforms using high-stakes standardized tests to evaluate and manage schools, its unwanted effects are becoming more present while experiences

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“…Assessment of learning, usually in the form of standardized testing, has gained unprecedented attention in this era of accountability (Benveniste, 2002;Pineda, 2010;Spring, 2008). As a result, assessment of learning is at the forefront of educational policy-making locally, nationally (Linn, Baker, & Dunbar, 1991), and more recently, internationally (Benveniste, 2002;Kamens & McNeely, 2010;Pineda, 2010;Spring, 2008).…”

Section: Background To the Studymentioning

confidence: 99%

“…As a result, assessment of learning is at the forefront of educational policy-making locally, nationally (Linn, Baker, & Dunbar, 1991), and more recently, internationally (Benveniste, 2002;Kamens & McNeely, 2010;Pineda, 2010;Spring, 2008). However, there is growing international evidence that standardized tests are limited in terms of measuring complex performance skills.…”

Section: Background To the Studymentioning

confidence: 99%

Developing a Process to Create and Validate an Instrument Assessing Student Attainment of Competencies at an Intercultural University in Mexico

Castilleja¹,

Fernanda²

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The Political Structuration of Assessment: Negotiating State Power and Legitimacy

Cited by 50 publications

References 13 publications

Standardization and assessment practices

Standardization and assessment practices

Efectos Indeseados De La Medición De La Calidad Educativa en Chile. La Respuesta De La Sociedad Civil

Developing a Process to Create and Validate an Instrument Assessing Student Attainment of Competencies at an Intercultural University in Mexico

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