ABSTRACT We synthesize insights from seven cases to interrogate a central assumption of the learning function of evaluation: Learning can be strengthened through better design, integration, or alignment with accountability systems . Taking the issue's conceptual framework seriously, the essay reflects what the cases reveal about the nature of learning itself once it encounters institutional realities shaped by risk, power, and compliance. Across diverse contexts, learning continuously emerges as a relational, judgment‐laden practice that reshapes understanding and responsibility simultaneously. Where dialogic judgment is sustained, accountability follows, through ongoing answerability to relationships and consequences. Where it is constrained, learning adapts, becoming delayed, softened, informal, or residual rather than disappearing. We argue that learning is ontologically prior to the systems that attempt to manage it and increasingly forced into survivable forms under contemporary governance conditions which are becoming increasingly authoritarian. We end with a reckoning for the field and an appendix on protecting learning through evaluative judgment.
Tovey et al. (Sat,) studied this question.