摘要
What matters in education?And how do we measure it?Historically,answers to these questions have been defined by the logic of economic growth associated with a series of industrial revolutions worldwide—from the age of mechanical production in the 18th century,to the age of mass production and science in the 19th century,to the rise of digital technology in the 20th century.Standing on the precipice of what the World Economic Forum,the World Bank,and the Organisation for Economic Co-operation and Development(OECD)herald as the“Fourth Industrial Revolution”—associated with the rise of artificial intelligence,automation,and supercomputing among many other technological inventions—education continues to be envisaged as serving the purpose of economic growth to benefit humans.Large-scale assessments(LSAs)reinforce this logic,“measuring what matters”and thus reinscribing the“natural order”of how education should be organized and administered(see Elmore,2019;see also Komatsu&Rappleye,2017).
