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Large scale assessment influences national and international educational policy debates and reforms. Assessment data is increasingly used as a government instrument. However, within the contemporary realm of the current global testing regime both the cultural and the historical conditions of assessment are often neglected. This volume is therefore devoted to the reconstruction of "assessment cultures" (interpretation patterns, discourses, instruments, practices) and their involved groups of actors. The contributions cover examples of Western European, Eurasian, East Asian, Latin, and North American as well as international settings and refer to epochs ranging from the early modern period up to the current context.
List of contents
Assessment cultures - Pupils - teachers - Psychologists - Exam boards - International organisations - School inspection - Standardized testing - Grading - Examinations - History of education - Culturality - Transnationalism - Educational transfer - International Large-Scale Assessment
About the author
Cristina Alarcón is Research Associate and Lecturer at Humboldt-Universität Berlin. Her research interests focus on transnational and comparative history of educational and psychological knowledge, and on history of assessment and experts.
Martin Lawn is an Honorary Professor at the University of Edinburgh and Fellow of the Academy of Social Science [UK]. His research interests focus on transnational histories, history of assessment and educational sciences as well as on the Europeanization of education
