High-stakes educational testing and democracy:Antagonistic or symbiotic relationship?
This article investigates the relation between high-stakes educational testing and democracy drawn from the experiences of 20th-century high-stakes educational testing practices in the Danish history of education. The article presents various concepts of democracy using leading propositions within t...
| Published in: | Education, Citizenship and Social Justice |
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| Main Author: | |
| Format: | Article in Journal/Newspaper |
| Language: | English |
| Published: |
2014
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| Subjects: | |
| Online Access: | https://vbn.aau.dk/da/publications/9b7b7533-aac2-4e76-a549-69b1ba84ce75 https://doi.org/10.1177/1746197914520646 |
| Summary: | This article investigates the relation between high-stakes educational testing and democracy drawn from the experiences of 20th-century high-stakes educational testing practices in the Danish history of education. The article presents various concepts of democracy using leading propositions within the field of education. Then a sample of relevant historic case studies are examined in light of these definitions. Among other things, the article concludes that a combination of different evaluation technologies – some formative and some summative – might be the safest way to go from a democratic perspective. |
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