The Construction of the Educational Problem in Spanish Educational Legislation: A Critical Reading of Standardised Assessments and Inequalities
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| Title: | The Construction of the Educational Problem in Spanish Educational Legislation: A Critical Reading of Standardised Assessments and Inequalities |
|---|---|
| Language: | English |
| Authors: | Lucía Torres-Sales (ORCID |
| Source: | Policy Futures in Education. 2025 23(6):1200-1216. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Educational Legislation, Standardized Tests, Educational Policy, Disadvantaged Schools, Testing Problems, Equal Education, Teacher Attitudes, Academic Achievement, Educational Quality, Professional Autonomy |
| Geographic Terms: | Spain |
| DOI: | 10.1177/14782103251328166 |
| ISSN: | 1478-2103 |
| Abstract: | This article critically analyzes the representation of standardised assessments in Spanish educational policies, particularly in the current Spanish education law (LOMLOE), in reports on the state of the Spanish educational system (2020-2023), and through the voices of teachers working in schools with special difficulties and their implications for these types of schools. Employing Carol Bacchi's "What is the problem represented to be?" (WPR) approach, the study questions the assumptions underlying these assessments, including claims of neutrality, linear improvement and universal applicability to address inequalities. The results reveal that standardised assessments are presented as indispensable tools for diagnosing and improving equity and quality. However, this representation neglects the systemic challenges faced by vulnerable schools. Furthermore, the study highlights a mismatch between diagnostic objectives and the capacity of disadvantaged schools to implement the recommended changes. It criticises how these policies risk perpetuating inequality by imposing rigid frameworks ill-suited to local realities and reinforcing deficit narratives about marginalised schools. It concludes by advocating for reconfiguring standardised assessments to emphasise contextualised and inclusive approaches that address the specific needs of schools in vulnerable contexts. This research contributes to global debates about equity, accountability and the broader implications of standardised assessments for education policy. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479098 |
| Database: | ERIC |
| Abstract: | This article critically analyzes the representation of standardised assessments in Spanish educational policies, particularly in the current Spanish education law (LOMLOE), in reports on the state of the Spanish educational system (2020-2023), and through the voices of teachers working in schools with special difficulties and their implications for these types of schools. Employing Carol Bacchi's "What is the problem represented to be?" (WPR) approach, the study questions the assumptions underlying these assessments, including claims of neutrality, linear improvement and universal applicability to address inequalities. The results reveal that standardised assessments are presented as indispensable tools for diagnosing and improving equity and quality. However, this representation neglects the systemic challenges faced by vulnerable schools. Furthermore, the study highlights a mismatch between diagnostic objectives and the capacity of disadvantaged schools to implement the recommended changes. It criticises how these policies risk perpetuating inequality by imposing rigid frameworks ill-suited to local realities and reinforcing deficit narratives about marginalised schools. It concludes by advocating for reconfiguring standardised assessments to emphasise contextualised and inclusive approaches that address the specific needs of schools in vulnerable contexts. This research contributes to global debates about equity, accountability and the broader implications of standardised assessments for education policy. |
|---|---|
| ISSN: | 1478-2103 |
| DOI: | 10.1177/14782103251328166 |
