Session Information
23 SES 02 B, Communicating Education: On the Social Organisation of Schooling Under a Performative Turn in European Contexts
Symposium
Time:
2009-09-28
11:15-12:45
Room:
HG, HS 7
Chair:
Ingolfur Asgeir Johannesson
Discussant:
Ian Westbury
Contribution
Comparative large scale standard tests are part of an officially intended paradigmatic shift concerning the ways of governance and decision-making at the different layers of the educational systems in Germany. By providing and feeding back comparative data about pupils’ achievements to headmasters and teachers these tests are supposed both to strengthen accountability and to help to improve or to control pupils' learning outcomes by means of evidence-based decision-making processes. Our research explores whether and how this actually works, that is how the information about the outcomes of learning processes is being reflected and related back both to organizational input variables (e.g. curricula, work plans, class sizes and compositions etc.) and to profession-related process variables (e.g. instructional methods and styles, learning atmosphere etc.). Furthermore it explores the shapes which the relations between output information and process and input variables are able to take when the processing of information from standard tests is being joined together with further school development approaches carried on by state educational administrations such as formative assessment and external evaluation. The empirical basis of our research is provided by two qualitative case study projects with schools in three german federal states (Berlin, Thuringia, Mecklenburg-Vorpommern).
Method
Expected Outcomes
References
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