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Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Dedication -- Table of contents -- Preface -- Acknowledgements -- Previously published chapters -- Introduction -- Part I The rationality of judgement -- 1 Competence, competition, content and control: How assessment mediates the relationship between education and society -- Introduction -- The characteristics of industrial society -- Weber and the rise of rationality -- The Protestant ethic -- Bureaucracy -- Durkheim and the problem of social control -- Bernstein and the significance of educational codes -- Rationality and legitimation -- Foucault and the power relations of discourse -- ASSESSMENT AND THE NATIONAL CONTEXT -- The social construction of education systems -- Archer's model of education systems -- The ideological context -- Modes of system control -- Control by assessment: a model -- Notes -- References -- 2 Selection, certification and control: Meritocracy or social reproduction? -- An exercise in double-think -- The liberal-reformist ideology -- Assessment in a conflict perspective -- The correspondence theory -- Assessment as a mechanism of social reproduction -- Assessment as part of the hegemony -- Assessment and control: a new perspective -- Summary -- References -- Part II Insights from comparing national education systems -- 3 Towards a focus on learning and culture: Time for a new approach to comparative education? -- Retrospect -- Provision and product: delivery systems of education -- Prospect -- References -- 4 New forms of system control: The power of assessment as a tool for accountability and legitimation -- Accountability, legitimation and values -- Two different contexts for accountability -- Developments in capitalism and associated forms of accountability -- Content versus form in accountability relations.

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- List of Contributors -- INTRODUCTION -- THE CHANGING NATURE OF EDUCATIONAL POLITICS IN THE 1970S -- EDUCATIONAL POLITICS: A MODEL FOR THEIR ANALYSIS -- INTERNAL INITIATION -- EXTERNAL TRANSACTION -- POLITICAL MANIPULATION -- THE AVAILABILITY OF RESOURCES IN SOCIETY -- RELATIONS AMONG RESOURCE HOLDERS -- THE STRUCTURE OF EDUCATIONAL INTEREST GROUPS -- PROCESSES OF NEGOTIATION -- POLITICAL MANIPULATION -- EXTERNAL TRANSACTIONS -- INTERNAL INITIATION -- INTERACTION AND NEGOTIATIONS -- NOTES -- THE CHANGING NATURE OF EDUCATIONAL POLITICS IN NORTH AMERICA -- NOTES -- NEW INFLUENCES ON EDUCATIONAL POLICIES IN WESTERN EUROPE DURING THE SEVENTIES -- INTRODUCTION -- GOVERNMENT POLICIES 1970-1975, SECONDARY EDUCATION -- GOVERNMENT POLICIES 1970-75, HIGHER EDUCATION -- RESPONSES TO ECONOMIC STRINGENCY 1975-1980, SECONDARY EDUCATION -- RESPONSES TO ECONOMIC STRINGENCY 1975-1980, HIGHER EDUCATION -- GROWTH IN STATE CONTROL -- POLITICAL AND POPULAR RESPONSES TO GOVERNMENT POLICIES 1975-80, SECONDARY EDUCATION -- POLITICAL AND POPULAR RESPONSES TO GOVERNMENT POLICIES 1975-80, HIGHER EDUCATION -- CONCLUSION -- NOTES -- THEORY AND PRACTICE: A COMPARISON BETWEEN THE ENGLISH COMPREHENSIVE SCHOOL AND THE FRENCH COLLEGE UNIQUE -- COMPREHENSIVE REFORM IN ENGLAND -- COMPREHENSIVE REFORM IN FRANCE -- THE HABY REFORMS -- THE OPTIMUM PATH TO REFORM? -- CONCLUSION -- NOTES -- POLITICAL OR EDUCATIONAL ADVANCE THROUGH SECONDARY REORGANISATION? -- FRENCH ORIGINS -- A CULTURAL BORROWING FOR ENGLAND? -- ADAPTATION IN THE ENGLISH CONTEXT -- AN AMERICAN OBSERVER'S ANALYSIS -- ADMINISTRATIVE GROUPINGS -- A SEMINAL OXFORD CONFERENCE -- DEVISING REGULATIONS FOR SECONDARY SCHOOLS -- POST-PRIMARY OR SECONDARY EDUCATION? -- GENERAL AND VOCATIONAL SECONDARY EDUCATION -- DEFINING 'SECONDARY EDUCATION'

While it is frequently argued that assessment sits at the heart of the learning process, in practice assessment often remains narrowly focused on qualifications and reporting achievements, driven by institutional and societal aspirations and tensions such as accountability and economic well being. Yet, the need for assessment to account for the knowledge, skills, dispositions and attitudes necessary to equip young people for a changing and increasingly digital world is also increasingly acknowledged. Based on our recent research review, this article critically examines the role of technology enhanced assessment (or TEA). We argue that while technology offers many potentially creative opportunities for innovation and for rethinking assessment purposes, there are also numerous risks and challenges. In particular we highlight ethical concerns over social exclusion and new forms of digital dividedness and the increasing risks associated with big data and the rise of learning analytics. Finally, we note that much research and innovation happens in silos, where policy, research and practice on assessment, technology enhanced assessment and ethical and political concerns are not linked up. We conclude that there needs to be a much more wide-ranging, critical and nuanced discussion in educational and policy circles so that debates about the potential of technology can be linked to improving assessment in the light of the range of social and political challenges that such progress presents. We end with some critical questions for policy, practice and research communities, which we offer as a starting point for future thinking and ways forward.