Participation in learning assessments in the developing world, 1960-2009

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Abstract

This paper examines annual changes in the participation of developing countries in different kinds of learning assessments over the past three decades. It specifically highlights, and provides initial explanations for, the worldwide spread of national and regional assessments since the mid-1990s. The paper argues that national learning assessments —namely, non-standardized, context-sensitive and non-comparable learning assessments— have become a preferred tool of educational policy makers in many developing countries. The increasing demand for accountability and the relative advantages of national regional assessments, should amplify this trend in coming years, although much depends on the policies of international agencies, NGOs and regional associations that advise and financially support country participation in learning assessments.

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How to Cite
Kamens, D. H., & Benavot, A. (2014). Participation in learning assessments in the developing world, 1960-2009. Education Policy Analysis Archives, 22, 105. https://doi.org/10.14507/epaa.v22.1881
Section
Revista de Política Educativa
Author Biographies

David H. Kamens, Northern Illinois University

David H. Kamens es Profesor emérito de Sociología en la Northern Illinois University, becario de investigación en la School of Public Policy de la George Mason University. Es coautor de School Knowledge for the Masses. Co-investigador de un estudio financiado por la National Science Foundation of Initiatives by American Universities dedicado a reclutar más mujeres y minorías para carreras científico-académicas. 

Aaron Benavot, The State University of New York en Albany

Obtuvo el grado de Ph.D. en Sociología en Stanford University. Actualmente es Profesor en el Department of Educational Administration and Policy Studies en The State University of New York en Albany (SUNY). Hasta 2008 se desempeñó como Analista Senior de Políticas en el equipo Education for All Global Monitoring Report, en la sede de UNESCO en París. Anteriormente, fue profesor en los departamentos de Sociología de University of Georgia y en la Universidad Hebrea de Jerusalem. Su labor de investigación está referida a políticas educativas globales y a la investigación comparativa de la educación. Entre sus publicaciones figuran: School Knowledge for the Masses (con J. Meyer y D. Kamens, 1992), Global Educational Expansion: Historical Legacies and Political Obstacles (con J. Resnik y J. Corrales, 2006) y El conocimiento escolar en una perspectiva histórica y comparativa: cambios de currículos en la educación primaria y secundaria (con Cecilia Braslavsky, Granica, 2008). 

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