ABSTRACT
This chapter describes educational evaluation as a contemporary regime of practice and a field of possible experiences, unravelling the complex tangle between educational evaluation as a scientific domain, a political technology and a moral practice. Thus, it stands as a first and preliminary move in the archaeological detachment from educational evaluation as immediate and familiar forms of unity. The analysis attempts to outline the main traits of a dispersed and heterogeneous globalised space made of relations between the material forms assumed by evaluative thought in education.
Consistently with the overall frame of the analytics of government, the analysis is organised trying to figure out the main traits of educational evaluation as an ensemble of ways of being, thinking, reasoning, visualising, representing, acting, intervening and theorising. This chapter shows how educational evaluation assumes today the form of a key governmental rationality in contemporary education on a global scale. It illuminates how its material forms play a key role as means of visualisation for the objects, processes and outcomes of education and means of codification of educators, students, policy-makers and experts as forms of educational person, self and identity.
