Pupil identity in the context of testing

Based on results from a long term research project (two years) in three school classes focusing on the implementation of national standardized testing in Danish schools this paper discuss how testing and assessment influence processes of in- and exclusion in class rooms. The analysis will draw on theory of Basil Bernstein about different pedagogies (visible and invisible) (Bernstein 1997).

Recently national mandatory standardized testing has been implemented in compulsory school in Denmark (2010). Getting insight into how and by which processes such kind of assessment affect pedagogic practise in school classes and in- and exclusion of pupils, is relevant since assessment play an important role in such processes (McDermott & Varenne, 1995; Reay, 2006). The implementation formed a situation making it possible to make research on this. Such influence are reflected in and depending on what can be understood as local test practice, referring to local discourses and ways of using test in specific school contexts.

The empirical study has an ethnographic design and includes observations, interviews, documents etc. (Hammersley, 2007; Walford, 2008a; Walford, 2008b). It is comparative, focussing on three Danish school classes situated at schools in three socioeconomically different neighbourhoods. The school classes have been followed from form 5 (spring 2010) till the end of form 7 (spring 2012). The empirical data include observations from every-day life in classrooms, such as different kinds of test situations, assessments, teaching, pupil-teacher conversations, and other common school activities. Results from tests and assessments, interviews with pupil´s, teachers, head of schools etc. are also a part of the data. The three school classes will be compared as to how the test influence pedagogic practice, - how they are used, for what purposes, teachers and pupils discourse etc.

The analysis shows how the national tests influence pupil´s discourses about school and contribute to their formation of identity. Based on the empirical findings the role this plays in processes of in- and exclusion of pupils in school will be discussed.