Assessment practices have come to dominate much of formalized education, especially within the United States. Currently, learning analytics (la) and educational data mining (edm) are purported by many educational companies and institutions to successfully improve learning through what are often considered as objective collection, classification, and analysis of educational data. Enthusiasm about big data in education has contributed to the naturalization of datafication within the field. Educational data is regarded as a natural resource that exists ‘out there’ to be mined by edm and refined by la. Once refined, it is thought to bear the truth of educational assessment that leads to successful learning outcomes.

中文翻译：

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教育文化的哲学工具：重建数据和评估实践

评估实践已经开始主导大部分正规化教育，尤其是在美国。目前，学习分析（拉) 和教育数据挖掘 (电火花加工) 被许多教育公司和机构声称通过通常被认为是客观的教育数据收集、分类和分析来成功地改善学习。对教育大数据的热情促进了该领域数据化的自然化。教育数据被视为存在于“那里”的自然资源电火花加工并由拉. 一旦精炼，它就被认为承载了导致成功学习成果的教育评估的真相。