Testing regimes, accountabilities and education policy: commensurate global and national developments

Abstract

This paper focuses on outlining, contextualising and theorising the rise of global and complementary national modes of test-based, top-down accountability in schooling systems. The effects of these infrastructures of accountability on schools, teachers’ pedagogical work, on the width of curriculum and on the goals of schooling are also alluded to. These developments are theorised in terms of rescaling of the policy cycle globally, as a well as the topological turn that sees the globe reconstituted as a single space of comparative and commensurate measurement of the performance of school systems, as part of the move to new global forms of networked governance. We argue that we are seeing a new global panopticism, with national school systems variously positioned within the global market place and global educational policy field with important effects within national policy-making. The analysis and theorising provided serves as a contextual backdrop and introduction to the papers included in the special issue of the Journal of Education Policy on the theme of Testing Regimes, Accountabilities and Education Policy. We argue, and the papers demonstrate, the significance for policy sociology today of recognising testing as a, perhaps the, major policy steering systems and the work of schools today.