Resumo

VERGER, Antoni; PARCERISA, Lluís  e  FONTDEVILA, Clara. THE GROWTH AND SPREAD OF LARGE-SCALE ASSESSMENTS AND TESTBASED ACCOUNTABILITIES: A POLITICAL SOCIOLOGY OF GLOBAL EDUCATION REFORMS. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2018, vol.27, n.53, pp.60-82.  Epub 04-Jul-2019. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2018.v27.n53.p60-82.

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 test these premises on the basis of a new and original database on NLSAs, as well as on data coming from the Programme for International Students 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.

Palavras-chave : Standardized tests; Educational assessment; Test-based accountability; Policy instruments; Educational policy.

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