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This article discusses the effects of the datafication and digitalisation of education policy in the context of the Russian Federation. It taps into the policies and practices invented as a result of rising audit cultures and the scientisation and datafication of education governance. These processes turn sites of public examinations into sites of numerical data production on education, and make school systems accountable to data production. The article draws on the notions of power and the non-human object, as developed by Actor-Network-Theory scholars, in order to make sense of the recent introduction of obligatory video surveillance equipment during public examinations. The article argues that demands for accountability and data objectivity have led to a complex surveillance regime – a surveillance assemblage – that leads to intensifying observation through various technical means and new data, i.e. data on data production. Video surveillance is called upon to act as a mediator that translates and holds parts of the fragile assessment-network together by coercing each participant into the role of docile data producer. The introduction of video surveillance manifests and endorses a deep mistrust of the human being, translates data objectivity into a procedural matter and opens up new business opportunities for commercial surveillance and security sectors.

The imperative to protect data and the rise of surveillance cameras in administering national testing in Russia