ABSTRACT
The paper critically inquiries the epistemological premises that underpin the accountability systems of educational quality. The focus of this theoretical exercise is the conception of knowledge that underlies the indicators of educational quality, in order to discuss its fundamental principles and limits. In the first part, we developed a general description of accountability and its epistemological assumptions, taking as a reference the Chilean case, that justify its internal coherence, as well as a supposed objectivity, referring to measurement and performance standards. In the second section, we critically discussed this notion of objectivity from epistemological approaches as contemporary physics and phenomenology. In conclusion, we presented some implications and guidelines for quality assurance in educational policies.
KEYWORDS
educational quality; accountability; objectivity; epistemology of complexity