THE ASSESSMENT NOT DONE: LEGISLATIVE TEXTUALISM AND EDUCATIONAL BUREAUCRACY (1982-2013)
Authors:
Kalerante Evaggelia & Logiotis Giorgos
Abstract:
The present paper delves into the course towards Assessment through studying legislation along with exploring political transfers pertaining to education policy construction. Emphasis is placed on political – educational interconnections, while secret codes of political “fiction” emerge in an attempt to approach the issue of refuted legislation on educational Assessment. Besides the institutional framework, issues of educational collective action and strategies are being explored. By means of differentiated educational “empirical occurrences”, they form educational discourse practices based on imposed, contributing political constructions tied to Assessment. Both conceptual patterns of legislation and understanding teachers’ reactions are very interesting. In this vein, issues of authoritative structures and political definitions are being analysed within a dialectical approach of the issues power – knowledge and society – economy. Legislation content analysis is conducive to highlighting both the institutional structure and issues of political definitions, educational disciplines and political supervision models. The theoretical non-differentiation throughout 1982 – 2013 serves as an opportunity to approach the issue on a post-interdisciplinary basis so as to determine the multi-level political games and the macro-educational developments pertaining to Assessment.