Globalization and the Growth of International Educational Testing and National Assessment

Abstract

Education has long been characterized as a central requirement for national economic development and political democratization in the contemporary world. Moreover, international benchmarking has been identified as the “basis for improvement. . . . It is only through such benchmarking that countries can understand relative strengths and weaknesses of their education systems and identify best practices and ways forward” (OECD 2006, 18). Statements such as this example signal an international consensus that has emerged— at least among “developed” countries—about the legitimacy and, even more so, the necessity of international testing and national assessment. As David P. Baker and Gerald K. LeTendre (2005) observe, both international testing and national assessment are linked to efforts to reform educational systems and are often themselves stimuli for further cycles of reform. The results of international testing, they note, will fuel further interest in national assessment. Here we develop an argument about the global forces that have led to the explosive growth of national educational assessment and international testing. In particular, we argue that the international acceptance of testing comes from key ideological forces in the world polity that are associated with the accelerating globalization of national and international cultural, economic, and political structures. As we develop and warrant this argument, we also qualify it by pointing out that national adaptations to this larger world culture may vary depending on the presence and capacities of international organizations and regional associations that act to mediate and adapt these changes to conditions in individual countries. In addition, we consider the effects of subnational movements in introducing pressures for change that may favor more national assessment.