Polemical notes on educational evaluation in the age of ‘policy hysteria‘

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Abstract
The authors identify a number of changes in educational policy development in the UK, such as shortening cycles of reform, multiple innovation, frequent policy switches, shifting meanings within reforms and untested success claims. Taken together, these changes constitute the phenomenon of ‘policy hysteria’. It is argued that, within this context, much of what has passed for evaluation has been ‘conformative’ in nature rather than independent and critical.

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