Public pressure on evaluation has influenced educational projects and national evaluation systems for many decades. This article extends the ongoing discussions in the field, offering a problematising exploration of evaluation as an educational policy phenomenon, thinking with the notion of rhythm in the analysis. Approaching educational evaluation with the notion of rhythm has, for us, implied a philosophical exploration of the dynamics between evaluation and education, drawing on the writings of Henri Lefebvre and Anna L. Tsing. Rolling of chairs between computers, with the policy documents spread out on a table alongside the original philosophical texts, in a material sense, placed us, as researchers, in an embodied analytical process between human and non-human agency. The turns and returns, back and forth, between policy, philosophy, and previous research enabled unexpected frictions to emerge and prompted us to view issues central to evaluation in surprisingly new ways. ‘Striving towards goals and orientations’, ‘goal-in-between’, ‘striving-in-between’, and ‘results of and for results’ are with inspiration from Anna L. Tsing presented as a rush of troubled stories.

中文翻译：

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教育评价作为一种有节奏的政策现象

几十年来，公众对评估的压力一直影响着教育项目和国家评估体系。本文扩展了该领域正在进行的讨论，对作为一种教育政策现象的评估进行了问题化的探索，并在分析中考虑了节奏的概念。对我们来说，利用节奏的概念来处理教育评价意味着借鉴亨利·列斐伏尔（Henri Lefebvre）和安娜·L·青（Anna L. Tsing）的著作，对评价与教育之间的动态进行哲学探索。从物质意义上来说，在计算机之间滚动椅子，将政策文件与原始哲学文本放在桌子上，使我们作为研究人员处于人类和非人类机构之间的具体分析过程中。政策、哲学和先前研究之间的来回转变和回归，导致了意想不到的摩擦的出现，并促使我们以令人惊讶的新方式看待评估的核心问题。“朝着目标和方向努力”、“中间的目标”、“中间的努力”和“结果和结果”受到安娜·L·青（Anna L. Tsing）的启发，以一系列麻烦的故事的形式呈现。