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.
| Original language | English |
|---|---|
| Journal | Education, Citizenship and Social Justice |
| Volume | 9 |
| Issue number | 2 |
| Pages (from-to) | 97-113 |
| Number of pages | 17 |
| ISSN | 1746-1979 |
| DOIs | |
| Publication status | Published - 1 Jan 2014 |
Keywords
- Danish education
- democracy
- Greenlandic education
- high-stakes testing
- history of education