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<p>This article examines how articles published by the <i>International Review of Education (IRE)</i> have addressed issues related to educational data, measurement and their usage for policy over its 70-year history (1955–2024). Through a review of 65 articles, the analysis traces the evolution from early methodological discussions on educational research to current debates about global assessment systems. Key transitions identified include: the emergence of economic perspectives in the 1960s, the development of international assessments, the growing focus on research–policy relationships, and the transformation of measurement into governance tools. The analysis reveals how measurement approaches have shifted from primarily research-oriented to policy-oriented frameworks, raising fundamental questions about educational values and governance. The author argues that current approaches to educational data must move beyond technical considerations to address what we value in education and how different forms of representation shape educational understanding and practice. This analysis provides insights for developing more nuanced approaches to educational measurement that can better serve education’s role in human development.</p>

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Measuring what we value: Seven decades of educational data and measurement in the International Review of Education

  • 期刊论文

  • 发表日期：

    2025年8月22日

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  • César Guadalupe

摘要

This article examines how articles published by the International Review of Education (IRE) have addressed issues related to educational data, measurement and their usage for policy over its 70-year history (1955–2024). Through a review of 65 articles, the analysis traces the evolution from early methodological discussions on educational research to current debates about global assessment systems. Key transitions identified include: the emergence of economic perspectives in the 1960s, the development of international assessments, the growing focus on research–policy relationships, and the transformation of measurement into governance tools. The analysis reveals how measurement approaches have shifted from primarily research-oriented to policy-oriented frameworks, raising fundamental questions about educational values and governance. The author argues that current approaches to educational data must move beyond technical considerations to address what we value in education and how different forms of representation shape educational understanding and practice. This analysis provides insights for developing more nuanced approaches to educational measurement that can better serve education’s role in human development.