Internal assessement of schools and circulation of public policies in a European educational space

This article presents guidelines of a study that proposes to obtain an understanding of the dissemination and use of the internal assessment devices of schools, as well as where they come from and how they are circulated as mechanisms of political regulation of the school subsystem, based on the analytical principle that guidelines of action implicitly contain a regulatory exercising of knowledge. Following the 2000 Lisbon Summit, the European Council established the target of making the education and training systems in the European Union “a worldwide benchmark as regards quality by 2010”, leading to the drawing up of a set of tools of public action in order to achieve this political goal. Among these devices, as the central object of study, was the emergence of internal assessment policies of schools, their dissemination, the adoption of international references and their relation with specialised knowledge in the framework of a European educational strategy.