Data infrastructure: a review of expanding accountability systems and large-scale assessments in education

Large quantities of data are now routinely produced, analysed and used in education at various scales by schools, systems, governments, international organisations and transnational corporations. This is not only transforming the ways in which schooling gets done, but also affects the production of knowledge about schools and systems. This knowledge production is no longer the preserve of academic social science researchers (if it ever was); it is now a routine process internal to the operation of schools and systems themselves. Savage and Burrows (2007) observe that ‘social data is now so routinely gathered and disseminated, and in such myriad ways’ that social science research occupies:

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