ABSTRACT
The introduction presents the book as an archaeology of educational evaluation, a writing experiment whose remit is the analysis of the epistemic space where the contemporary regime of practice of educational evaluation finds its conditions of possibility. First, it frames such an experiment as occurring at the crossroads between the questioning of the forms and limits of evaluative knowledge through an archaeological method and a critical ontology of the present that problematises the ways in which educational evaluation is imbricated in the making and government of educational subjects. Second, it qualifies the research sensibility that inspires the book, describing how in the book critique acts as connection between an archaeological gaze as clinique and an emancipatory research ethics. Finally, it presents the book's aim to identify a distinctive set of epistemological and ethico-political paradoxes that affect contemporary educational evaluation and to enlarge the space of the possible, contributing to a new evaluative politics and practice.
