23 SES 08 B, Education as a Site of Struggle
Pupil assessment is a central operation in determining pupils' educational trajectories and thus – in consequence – pupils' life chances (Baez, 2006; Gipps & Murphy, 1994). Thus, it is important that assessment procedures and outcomes are not perceived as arbitrary and unjust, neither by those directly concerned (i.e. teachers, pupils and parents) nor by society as a whole (Deutsch, 1979). As a consequence, a wealth of rules and regulations is supposed to secure that assessment procedures – including adjustment and appeals procedures– are "just". However, which procedures and outcomes are deemed just and acceptable and which aspects of assessment are seen to be in need of regulation differs radically between different systems of education.
The presentation will take a comparative look at the rules and regulations (legal and other) concerning assessment in Germany, Sweden and England (Waldow, 2010). The aim is to uncover some of the basic assumptions concerning procedural and distributive justice that are embedded in the rules and regulations steering assessment in the respective countries (on the ways in which the specific values of an educational system are "enshrined" in the content and form of assessment see Planel et al. 2000).
Germany, Sweden and England were chosen as units of comparison because the conceptions of distributive justice embedded in the welfare regimes of the three countries have been shown to differ widely (Esping-Andersen, 1990; Mau, 2003). One of the questions addressed by the presentation will be whether similar differences can be found in the regulatory framework of pupil assessment.
Baez, B. (2006). Merit and difference. Teachers College Record, 108(6), 996-1016. Deutsch, M. (1979). Education and distributive justice - some reflections on grading systems. American Psychologist, 34(5), 391-401. Esping-Andersen, G. (1990). Three worlds of welfare capitalism. Cambridge: Polity. Gipps, C., & Murphy, P. (1994). A fair test? Assessment, achievement and equity. Buckingham: Open university press. Mau, S. (2003). The moral economy of welfare states: Britain and Germany compared. London: Routledge. Planel, C., Broadfoot, P., Osborn, M., Sharpe, K., & Ward, B. (2000). National assessments: Underlying cultural values revealed by comparing English and French national tests. European Journal of Education, 35(3), 361-374. Waldow, F. (2010). Bedömningens roll i fördelningen av livschanser i Tyskland och Sverige. In C. Lundahl & M. Folke-Fichtelius (Eds.), Bedömning i och av skolan - praktik, principer, politik (pp. 111-125). Lund: Studentlitteratur.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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