ABSTRACT
This chapter presents the archaeological analysis of educational evaluation focusing on those regularities that can be understood as the effects of a distinct set of processes of transference from biology and organisational theory as concomitant enunciative fields. This chapter presents a distinct set of points of articulation of educational evaluation on those fields. It highlights the key role of the epistemic figures of living system and organisation as grid of specification and method of characterisation in the formation and interpretation of the evaluand, the definition of the methods for its empirical examination and the attribution to educational evaluation of distinct political and ethical functions. Using the Foucauldian tree of enunciative derivation and an analytics of interdiscursive configurations as heuristics, this chapter outlines the plays of analogies and differences between educational evaluation, organisational theory and biology, highlighting how the former finds, at least in part, its conditions of possibility in the epistemic transferences from the latter. This chapter presents the ontological, epistemological and ethico-political implications of those processes of transference: the production of an uncertain world, the construction of an evolutionary and cumulative time of development and learning and the establishment of a morality of adaptiveness and responsiveness.
