Standardisation and "Quick Languages": The Shape-Shifting of Standardised Measurement of Pupil Achievement in Sweden and Germany

Autor/inn/en	Lundahl, Christian; Waldow, Florian
Titel	Standardisation and "Quick Languages": The Shape-Shifting of Standardised Measurement of Pupil Achievement in Sweden and Germany
Quelle	In: Comparative Education, 45 (2009) 3, S.365-385 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
Schlagwörter	Educational Change; Foreign Countries; Psychometrics; Standardized Tests; Academic Standards; Educational Assessment; Educational Development; Educational Indicators; Educational Policy; Comparative Education; Academic Achievement; Politics of Education; Germany; Sweden + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Psychometry; Psychometrie; Standadised tests; Standardisierter Test; Education; assessment; Bewertungssystem; Bildungsentwicklung; Educational indicato; Bildungsindikator; Politics of education; Bildungspolitik; Vergleichende Erziehungswissenschaft; Schulleistung; Educational policy; Deutschland; Schweden
Abstract	The article discusses the entry of standardised measurement into the educational systems of Sweden and Germany and the processes of shape-shifting associated with this process. In the first part of the article, we investigate how standardised measurement challenged existing ways of conceiving education in Sweden and Germany during the first half of the twentieth century, leading to the introduction of a system of national tests in Sweden, but not in Germany. In the second part of the article, we explore standards-based reform in Sweden and Germany contemporaneously, including the role played by standardised measurement in this process. We analyse how psychometrics functioned as a "quick language", i.e. a shorthand means of communication in educational matters, and the role it played in processes of shape-shifting of standardised measurement, i.e. transformations in directions very different from that which early proponents of standardised measurement had envisaged. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10