Abstract

SVERDLICK, Ingrid; AUSTRAL, Rosario  and  MOYANO, Inés Rodriguez. Standardized evaluations. Critiques and counterpoints to hegemonic logics based on a recent experience in the province of Buenos Aires. J. Pol. Educ-s [online]. 2023, vol.17, e92257.  Epub Apr 08, 2024. ISSN 1981-1969.  https://doi.org/10.5380/jpe.v17i0.92257.

Thirty years after the implementation of standardized learning assessment tests in Argentina and in the region, the debate on the meaning of assessment policies, what they produce, support, legitimize and justify, is still ongoing. The issue of assessment in education became central in the 1990s in Argentina as one of the structuring axes of neoliberal policies, as a tool for "measuring" educational quality from an economic and productivist rationality. Subsequently, despite the progress that has been made in educational and social matters by governments opposed to neoliberal ideology, and although the logic of quality linked to the right to education and social justice has been embraced, the conceptions and practices of educational evaluation have changed little (Sverdlick, 2020). In this article we will present a critical approach in relation to standardized evaluations of student performance with the interest of undoing some technocratic formulas that have been constituted almost as absolute and unquestionable truths, questioning the teaching work of teachers. Likewise, we will analyze an evaluation proposal in force in the province of Buenos Aires, within the framework of the teaching policy of the 2020 administration.

Keywords : Educational Policies; Standardized Assessments; School Tests; Teaching and Evaluation.

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