000153127 001__ 153127
000153127 005__ 20251017144631.0
000153127 0247_ $$2doi$$a10.1177/14782103251328166
000153127 0248_ $$2sideral$$a143382
000153127 037__ $$aART-2025-143382
000153127 041__ $$aeng
000153127 100__ $$0(orcid)0009-0003-2219-9225$$aTorres Sales, Lucía$$uUniversidad de Zaragoza
000153127 245__ $$aThe construction of the educational problem in Spanish educational legislation: A critical reading of standardised assessments and inequalities
000153127 260__ $$c2025
000153127 5060_ $$aAccess copy available to the general public$$fUnrestricted
000153127 5203_ $$aThis article critically analyzes the representation of standardised assessments in Spanish educational policies, particularly in the current Spanish education law (LOMLOE), in reports on the state of the Spanish educational system (2020–2023), and through the voices of teachers working in schools with special difficulties and their implications for these types of schools. Employing Carol Bacchi’s What is the problem represented to be? (WPR) approach, the study questions the assumptions underlying these assessments, including claims of neutrality, linear improvement and universal applicability to address inequalities. The results reveal that standardised assessments are presented as indispensable tools for diagnosing and improving equity and quality. However, this representation neglects the systemic challenges faced by vulnerable schools. Furthermore, the study highlights a mismatch between diagnostic objectives and the capacity of disadvantaged schools to implement the recommended changes. It criticises how these policies risk perpetuating inequality by imposing rigid frameworks ill-suited to local realities and reinforcing deficit narratives about marginalised schools. It concludes by advocating for reconfiguring standardised assessments to emphasise contextualised and inclusive approaches that address the specific needs of schools in vulnerable contexts. This research contributes to global debates about equity, accountability and the broader implications of standardised assessments for education policy.
000153127 536__ $$9info:eu-repo/grantAgreement/ES/MICINN PID2020-112880RB-I00
000153127 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000153127 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000153127 700__ $$0(orcid)0000-0001-9734-8596$$aVigo Arrazola, María Begoña$$uUniversidad de Zaragoza
000153127 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000153127 773__ $$g(2025), [17 pp.]$$tPolicy Futures in Education$$x1478-2103
000153127 8564_ $$s592904$$uhttps://zaguan.unizar.es/record/153127/files/texto_completo.pdf$$yPostprint
000153127 8564_ $$s1417650$$uhttps://zaguan.unizar.es/record/153127/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000153127 909CO $$ooai:zaguan.unizar.es:153127$$particulos$$pdriver
000153127 951__ $$a2025-10-17-14:26:44
000153127 980__ $$aARTICLE