The construction of the educational problem in Spanish educational legislation: A critical reading of standardised assessments and inequalities

This article critically analyzes the representation of standardised assessments in Spanish educational policies, particularly in the current Spanish education law (LOMLOE), in reports on the state of the Spanish educational system (2020–2023), and through the voices of teachers working in schools with special difficulties and their implications for these types of schools. Employing Carol Bacchi’s What is the problem represented to be? (WPR) approach, the study questions the assumptions underlying these assessments, including claims of neutrality, linear improvement and universal applicability to address inequalities. The results reveal that standardised assessments are presented as indispensable tools for diagnosing and improving equity and quality. However, this representation neglects the systemic challenges faced by vulnerable schools. Furthermore, the study highlights a mismatch between diagnostic objectives and the capacity of disadvantaged schools to implement the recommended changes. It criticises how these policies risk perpetuating inequality by imposing rigid frameworks ill-suited to local realities and reinforcing deficit narratives about marginalised schools. It concludes by advocating for reconfiguring standardised assessments to emphasise contextualised and inclusive approaches that address the specific needs of schools in vulnerable contexts. This research contributes to global debates about equity, accountability and the broader implications of standardised assessments for education policy.