23 SES 03 B, Policies and Practices of Assessment and Governance in Education
Accountability has become a global norm in the education policy arena and most education systems in the world are adopting accountability policies that rely on the external evaluation of students’ learning (Hamilton et al. 2002; Lingard et al. 2013). Nevertheless, globalization does not imply that exactly the same policy models are adopted everywhere. Accountability reforms, as any other reform model with global status, have diverse configurations and multiple effects (Leithwood and Earl, 2000; Maroy, C., & Voisin, A., 2013; Parcerisa, L., & Verger, A., 2016). Such reforms are context-specific and the concrete form they adopt is contingent to a range of political, historical and institutional circumstances. In this sense, Stephen Ball (2016) highlights how education policies are part of an often-disputed technical and political debate that is highly contingent and situated. As a case of policy divergence in a multi-scalar educational governance scenario, this paper has the objective to analyze the emergence and trajectory of accountability policies in the Spanish educational context during the period comprised between 2003 and 2016, with a focus on two different regions: Madrid and Catalonia.
Ball, S. J. (2016). Following policy: Networks, network ethnography and education policy mobilities. Journal of Education Policy, 31(5), 549-566. Hamilton L S, Stecher B M and Klein S P (2002) Making sense of test-based accountability in education. Rand Corporation. Kingdon J W (1984) Agendas, alternatives, and public policies 45. Boston: Little Brown, 165-169. Leithwood K and Earl L (2000) Educational accountability effects: An international perspective. Peabody Journal of Education 75(4): 1-18. Lingard B, Martino W and Rezai-Rashti G (2013) Testing regimes, accountabilities and education policy: commensurate global and national developments, Journal of Education Policy, 28:5, 539-556. Maroy, C., & Voisin, A. (2013). As transformações recentes das políticas de accountability na educação: desafios e incidências das ferramentas de ação pública. Educação & Sociedade, 34(124), 881-901. Parcerisa, L., & Verger, A. (2016). Rendición de cuentas y política educativa: Una revisión de la evidencia internacional y futuros retos para la investigación. Profesorado, revista de currículum y formación del profesorado, 20(3), 37.
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