Recent tendencies within assessment in comprehensive school in Nordic countries raise the questio... more Recent tendencies within assessment in comprehensive school in Nordic countries raise the question of the role of different practices of assessments, on how assessments are being used, for which purposes and the consequences of this. Assessments can be considered to be an integrated part of formal educational settings, in different forms and used for different purpose. In the chapter we will discuss and analyse the use of assessments in comprehensive school in the Nordic countries through time, as we will include different kinds of documentary and empirical studies in the argumentation. We will focus on which kinds of assessments have been used, for which purposes and the role of this in the perspective of society. More contemporary trends will be discussed, specifically the use of standardised testing. The Nordic countries differ at some points concerning the use of assessments of this character. Assessments point to and create differences between pupils and play a key role in processes of socialisation, marginalisation and in- and exclusion in society, as discussed by theorists such as Bourdieu and Bernstein. If the comprehensive school is based on the general idea of a school for all, how can different ways of practising assessment support or work against this idea? What conclusions can be drawn from the experiences in the Nordic countries?
Denmark underwent major changes in the 1800s and the first part of the 1900s, which affected the ... more Denmark underwent major changes in the 1800s and the first part of the 1900s, which affected the role of education in the lives of women. Until then, women in Denmark had primarily worked as homemakers with few academic opportunities; but from the early 1900s, home economics developed as a field of knowledge, and several schools of home economics appeared across the country. Several factors contributed to and influenced this development. Focusing on the period 1890–1940, which was particularly important to the development of this knowledge field in Denmark, we consider the interests promoting the growth of this field of knowledge, its educational content, and the contradictory meaning it had for the social status of women. On the one hand, the development of home economics contributed to turning home duties into an educational and occupational area, preparing for a welfare state making the private sphere a public matter. On the other hand, it tied women to the private sphere and pre...
Teaching in Danish vocational education and training (VET) during the COVID-19 crisis switched to... more Teaching in Danish vocational education and training (VET) during the COVID-19 crisis switched to remote teaching from March 2020 and thus took place under conditions that differed significantly from the ordinary ones. In the article, pupils describe the changed context for the pedagogy and teaching in VET in focus group interviews. Using a sociological approach, the described changes and conditions in the remote teaching are analysed seen in the light of concepts such as power, control, and discipline. The findings show that the context of the remote teaching influenced the pedagogical practice, the teacher-guided supervision as well as teachers' mandatory control of pupils' attendance. Based on the analysis we concluded that the pedagogy of the remote teaching influenced processes of inclusion and exclusion.
Artiklen praesenterer en analyse af dele af resultaterne fra et firearigt forskningsprojekt genne... more Artiklen praesenterer en analyse af dele af resultaterne fra et firearigt forskningsprojekt gennemfort 2009 – 2013 omhandlende evaluering i folkeskolen og implementeringen af de nationale test. Med inddragelse af Bernsteins teori om paedagogiske modeller samt empiri fra projektet analyseres testenes konstitutive virkninger i forhold til undervisningen og deres betydninger for eleverne. Analysen viser, at testene kan have virkninger, som star i modsaetning til de intentioner deres introduktion blev begrundet med, og at dette blandt andet kan forstas med reference til deres summative design. Elevernes mader at forsta deres egne testresultater var praeget af en orientering mod praestation og hierarki. Dette problematiseres.
Recent tendencies within assessment in comprehensive school in Nordic countries raise the questio... more Recent tendencies within assessment in comprehensive school in Nordic countries raise the question of the role of different practices of assessments, on how assessments are being used, for which purposes and the consequences of this. Assessments can be considered to be an integrated part of formal educational settings, in different forms and used for different purpose. In the chapter we will discuss and analyse the use of assessments in comprehensive school in the Nordic countries through time, as we will include different kinds of documentary and empirical studies in the argumentation. We will focus on which kinds of assessments have been used, for which purposes and the role of this in the perspective of society. More contemporary trends will be discussed, specifically the use of standardised testing. The Nordic countries differ at some points concerning the use of assessments of this character. Assessments point to and create differences between pupils and play a key role in processes of socialisation, marginalisation and in- and exclusion in society, as discussed by theorists such as Bourdieu and Bernstein. If the comprehensive school is based on the general idea of a school for all, how can different ways of practising assessment support or work against this idea? What conclusions can be drawn from the experiences in the Nordic countries?
Denmark underwent major changes in the 1800s and the first part of the 1900s, which affected the ... more Denmark underwent major changes in the 1800s and the first part of the 1900s, which affected the role of education in the lives of women. Until then, women in Denmark had primarily worked as homemakers with few academic opportunities; but from the early 1900s, home economics developed as a field of knowledge, and several schools of home economics appeared across the country. Several factors contributed to and influenced this development. Focusing on the period 1890–1940, which was particularly important to the development of this knowledge field in Denmark, we consider the interests promoting the growth of this field of knowledge, its educational content, and the contradictory meaning it had for the social status of women. On the one hand, the development of home economics contributed to turning home duties into an educational and occupational area, preparing for a welfare state making the private sphere a public matter. On the other hand, it tied women to the private sphere and pre...
Teaching in Danish vocational education and training (VET) during the COVID-19 crisis switched to... more Teaching in Danish vocational education and training (VET) during the COVID-19 crisis switched to remote teaching from March 2020 and thus took place under conditions that differed significantly from the ordinary ones. In the article, pupils describe the changed context for the pedagogy and teaching in VET in focus group interviews. Using a sociological approach, the described changes and conditions in the remote teaching are analysed seen in the light of concepts such as power, control, and discipline. The findings show that the context of the remote teaching influenced the pedagogical practice, the teacher-guided supervision as well as teachers' mandatory control of pupils' attendance. Based on the analysis we concluded that the pedagogy of the remote teaching influenced processes of inclusion and exclusion.
Artiklen praesenterer en analyse af dele af resultaterne fra et firearigt forskningsprojekt genne... more Artiklen praesenterer en analyse af dele af resultaterne fra et firearigt forskningsprojekt gennemfort 2009 – 2013 omhandlende evaluering i folkeskolen og implementeringen af de nationale test. Med inddragelse af Bernsteins teori om paedagogiske modeller samt empiri fra projektet analyseres testenes konstitutive virkninger i forhold til undervisningen og deres betydninger for eleverne. Analysen viser, at testene kan have virkninger, som star i modsaetning til de intentioner deres introduktion blev begrundet med, og at dette blandt andet kan forstas med reference til deres summative design. Elevernes mader at forsta deres egne testresultater var praeget af en orientering mod praestation og hierarki. Dette problematiseres.
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