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Beyond Large-Scale Achievement Testing –The ‘Psychological Turn’ in International Organizations’ Work on Educational Assessment

Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform

ISBN: 978-1-78743-768-5, eISBN: 978-1-78743-767-8

Publication date: 3 July 2018

Abstract

This article put forward two claims. First, it argues that, historically, the rationale for education has shifted from religious and national indoctrination to, in the more recent neoliberal period, human capital and the related notion of individual empowerment. Second, the article argues that the recent shift toward individual empowerment is reflected in international organizations’ (IOs) changing emphases in education. IOs’ educational agenda has undergone various changes since their early work in the 1960s: From the structural expansion of national education systems to the measurement of individual educational achievement through a focus on competencies and, most recently, individual psychosocial development.

Based on a content analysis of 60 documents from 38 IOs involved in international education networks between 1990 and 2015, this work identified an expanding field of IOs directing attention to the mental capabilities of a learner. The proliferated model of an individual actorhood reflected in these novel assessment designs will be presented and embedded in wider discussions about the cultural construction of the individual in contemporary world polity.

Keywords

Citation

Zapp, M. (2018), "Beyond Large-Scale Achievement Testing –The ‘Psychological Turn’ in International Organizations’ Work on Educational Assessment", Wiseman, A.W. and Davidson, P.M. (Ed.) Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform (International Perspectives on Education and Society, Vol. 35), Emerald Publishing Limited, Leeds, pp. 161-195. https://doi.org/10.1108/S1479-367920180000035006

Publisher

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Emerald Publishing Limited

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