Information and reporting have been a central element in school governing for centuries. Routines for reporting information to national authorities existed before comprehensive evaluation tools and systems were established (Sivesind 2008). By international comparison, innovations in school systems have been influenced, constructed and traded since the late nineteenth century, long before OECD’s Programme for International Student Assessment (PISA) (Lundahl and Lawn 2014). The gathering and use of information to solve problems and implement improvements remain the responsibility of national or state educational authorities in many countries. Cuban refers to this phenomenon as ‘fixed responsibility’ (2004, p. 21). This concept relates to government processes and the responsibility of the state to provide public services, in this case education, to its inhabitants according to formulated aims. Cuban uses this concept to describe the shift around 1965 from ‘fixed responsibility’ towards developing practices of ‘accountability’ in American educational policy. Information is still used for improvement purposes, but holding key actors accountable will ensure that improvement indeed takes place. This issue of EAEA shows that several old tensions related to the purposes and practice of evaluation and assessment in the field of education remain relevant.

中文翻译：

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明确政策和实践目的的评估和评估

几个世纪以来，信息和报告一直是学校管理的核心要素。在建立综合评估工具和系统之前，就存在向国家当局报告信息的程序（Sivesind 2008）。通过国际比较，自 19 世纪后期以来，学校系统的创新已经受到影响、构建和交易，远早于经合组织的国际学生评估计划 (PISA)（Lundahl 和 Lawn 2014）。收集和使用信息以解决问题和实施改进仍然是许多国家的国家或州教育当局的责任。Cuban 将这种现象称为“固定责任”（2004 年，第 21 页）。这个概念与政府程序和国家提供公共服务的责任有关，在这种情况下是教育，根据制定的目标向其居民提供。库班用这个概念来描述 1965 年前后美国教育政策中从“固定责任”到发展“问责”实践的转变。信息仍用于改进目的，但追究关键参与者的责任将确保改进确实发生。本期 EAEA 表明，与教育领域评估和评估的目的和实践相关的几个旧的紧张关系仍然存在。