The overall focus of this paper is the historical development in the policy connections between Denmark and other countries from 1929 till 1962 in particular with regard to the practice of examinations and achievement testing. Thus, the paper represents an opportunity for an investigation of the social and cultural transfer of educational ideas between the US and Europe and between the Nordic countries. The paper also seeks to challenge the predominantly national frame of interpretation, which has characterised Danish history of education. A central point of orientation is the relations between Denmark and the New Education Fellowship (NEF) formed in 1921. In 1929 the NEF held a major conference in Elsinore with participants from across the world. The NEF was undoubtedly a complex organisation consisting of people with not necessarily compatible points of view. However, examination and testing certainly played a prominent role in the NEF (Brehony 2004). In fact, one of the groups in Elsinore bore the title “The Place of Achievement Tests in Education” chaired by Dr. Virgil E. Dickson from the United States. Several prominent people from the educational field in Denmark participated and many other of the Danish participants would later exert great influence on education in Denmark among others psychologists Sofie Rifbjerg and Henning Meyer. In spite of the spirit from N.F.S. Grundtvig the Danish educational system in the period saw an ex-tensive use of exams and tests which validates the question of international influences in the field of exams and testing. A point boosted by the fact that the field of education was being interna-tionalized in the interwar years (Fuchs 2004). Moreover this focus raises the implicit question of the strength of the progressive education movement in Denmark. Another central point of orientation is the development in the International Examination Inquiry (IEI) where Finland, Sweden and Norway took seat in 1936. Denmark chose a somewhat different path. However, Denmark did have a representative with the NEF examinations enquiry committee at the time of the NEF conference in Elsinore namely school leader G. J. Arvin.

On the basis of closely examined historical source material it is the ambition of the paper to identify trading spaces (international, policy makers, and scientists) in the field of examinations and achievement testing contributing to a deconstruction of the national narrative of educational history in Denmark. The theoretical framework of the paper draws heavily on the analysis of science as a geographical phenomenon performed by Professor David Livingstone. This implies that the production of knowledge will be profoundly affected by aspects like venue, culture and movement. This forms the background of presenting a new and transcending narrative about educational history which in some ways will be able to retain and incorporate national narratives as it is held that key ideas change through translation: there is both an international as well as a local dimension to the applied knowledge – historical analysis of examination and testing being no exception. Sources: World Education Fellowship/III/18/6, World Conference, Elsinore,1929 World Education Fellowship/II/80 Denmark, Correspondence, 1932-1962 World Education Fellowship/II/81 Denmark, Conference Papers, 1947-1956 World Education Fellowship/III/20 9, Copenhagen, Conference, 1953 The New Era, volume 10, no. 37, 1929

Given the international scope and outlook of the paper the research will generate a spill-over effect into the educational narratives of other countries. As already mentioned, the paper is expected to challenge the predominantly national frame of interpretation, which has characterised Danish history of education.