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Standardisation and 'quick languages': the shape-shifting of standardised measurement of pupil achievement in Sweden and Germany
Department of Education, Uppsala University, Sweden. (Pedagogiska institutionen)ORCID iD: 0000-0001-8173-7474
Comparative Education Centre, Humboldt-University, Berlin, Germany.
2009 (English)In: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 45, no 3, 365-385 p.Article in journal (Refereed) Published
Abstract [en]

The article discusses the entry of standardised measurement into the educationalsystems of Sweden and Germany and the processes of shape-shifting associatedwith this process. In the first part of the article, we investigate how standardisedmeasurement challenged existing ways of conceiving education in Sweden andGermany during the first half of the twentieth century, leading to the introductionof a system of national tests in Sweden, but not in Germany. In the second part ofthe article, we explore standards-based reform in Sweden and Germanycontemporaneously, including the role played by standardised measurement in thisprocess. We analyse how psychometrics functioned as a ‘quick language’, i.e. ashorthand means of communication in educational matters, and the role it playedin processes of shape-shifting of standardised measurement, i.e. transformations indirections very different from that which early proponents of standardisedmeasurement had envisaged.

Place, publisher, year, edition, pages
London: Routledge , 2009. Vol. 45, no 3, 365-385 p.
Keyword [en]
Standardisation, quick languages, measurement, pupil achievement
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-43397DOI: 10.1080/03050060903184940ISI: 000270974400005OAI: oai:DiVA.org:oru-43397DiVA: diva2:793229
Available from: 2010-05-20 Created: 2015-03-06 Last updated: 2017-12-04Bibliographically approved

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Lundahl, Christian

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