A mérési iskoláktól az iskolák megméréséig
From schools of measurement to the measurement of schools

Summary/Abstract: The paper analyses the creation of the Hungarian National Assessment of Basic Competencies and its development over the last decade. A conception of “bricolage” is introduced into the analysis so that one can understand the education policy relevance of this process. The paper also addresses the shift in central education policy making from the symbolic, value-oriented processes of policy legitimization of the 1990s to the more knowledge-based legitimization of education policies in the first decade of the 21st century.

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