‘Perform, measure accurately, optimise’: on the constitution of (evidence‐based) education policy

Abstract

This article takes its point of departure in the current tendency of education policy to become more and more evidence‐based. The use of statistics and numbers seems to be a prerequisite for conducting a policy that is both efficient and effective. The kind of knowledge thus produced is regarded as factual and scientific. This article tries to get a grasp on value‐added modelling, a commonly used method supposed to produce such knowledge. Drawing on some conceptual underpinnings of actor‐network theory, the article advances that such factual matters often take the form of matters of educational performance that are shaped and produced by means of calculative and inscription devices. However, the adagio that measures of performances should guide education policy is only one, albeit strong, point of view. Taking not only performances but also public issues into account could lead to what could be called a more ‘concern‐oriented’ policy.

Keywords:

• evidence‐based policy
• value‐added modelling
• actor‐network theory
• educational performances

Notes

1. On this point, it would be interesting to trace how other, alternative conceptions of (evidence‐based) policy could relate to the particular take on (evidence‐based) policy we advocate here, for instance a more holistic approach towards ‘good practices’ (see, e.g., Hargreaves 2003).