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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 0009-0003-2219-9225), Begoña Vigo-Arrazola
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
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  Data: The Construction of the Educational Problem in Spanish Educational Legislation: A Critical Reading of Standardised Assessments and Inequalities
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Lucía+Torres-Sales%22">Lucía Torres-Sales</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-2219-9225">0009-0003-2219-9225</externalLink>)<br /><searchLink fieldCode="AR" term="%22Begoña+Vigo-Arrazola%22">Begoña Vigo-Arrazola</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Policy+Futures+in+Education%22"><i>Policy Futures in Education</i></searchLink>. 2025 23(6):1200-1216.
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  Data: 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
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  Data: 17
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Schools%22">Disadvantaged Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Problems%22">Testing Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Autonomy%22">Professional Autonomy</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1177/14782103251328166
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  Data: 1478-2103
– Name: Abstract
  Label: Abstract
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  Data: 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.
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        Value: 10.1177/14782103251328166
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Educational Legislation
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      – SubjectFull: Standardized Tests
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      – SubjectFull: Educational Policy
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      – SubjectFull: Disadvantaged Schools
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      – SubjectFull: Testing Problems
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      – SubjectFull: Equal Education
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Educational Quality
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      – SubjectFull: Professional Autonomy
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      – SubjectFull: Spain
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      – TitleFull: The Construction of the Educational Problem in Spanish Educational Legislation: A Critical Reading of Standardised Assessments and Inequalities
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              Y: 2025
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