Abstract
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.
Originalsprog | Engelsk |
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Tidsskrift | Education, Citizenship and Social Justice |
Vol/bind | 9 |
Udgave nummer | 2 |
Sider (fra-til) | 97-113 |
Antal sider | 17 |
ISSN | 1746-1979 |
DOI | |
Status | Udgivet - 1 jan. 2014 |