"Prüfung": A Deconstruction of Assessment across Three Languages

Autor/in	Benz, Thomas Erich
Titel	"Prüfung": A Deconstruction of Assessment across Three Languages
Quelle	(2021), (230 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Louisiana State University and Agricultural & Mechanical College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-0510-9
Schlagwörter	Hochschulschrift; Dissertation; Cultural Capital; Social Capital; Teaching Methods; Network Analysis; Comparative Analysis; French; German; English; College Entrance Examinations; Foreign Countries; Translation; Classification; Cross Cultural Studies; Contrastive Linguistics; Exit Examinations; High School Students; Access to Education; France; Germany; United States; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sozialkapital; Teaching method; Lehrmethode; Unterrichtsmethode; Netzplantechnik; Französisch; Deutscher; English language; Englisch; Aufnahmeprüfung; Ausland; Classification system; Klassifikation; Klassifikationssystem; Cultural comparison; Kulturvergleich; Linguistics; Kontrastive Linguistik; Final examination; Abschlussprüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Frankreich; Deutschland; USA
Abstract	This research aims at deconstructing and questioning certainties about assessment as an educational institution on its most fundamental levels. To achieve that, I am utilizing theoretical frameworks inspired by concepts on the existence of cultural and social capital, by artifact mediated cognition, and by a recently proposed discipline on pedagogy of assessment. The research operates with the application of narrative synthesis and network text analysis of material, on which they have not previously been used. As such, I aim to contribute to a methodological application of both methods on exam data, understood as the totality of curricular documents which govern exams, of question sheets which make up the visible part of exams, and of endorsed exam responses which make up the concealed part of assessment. To accomplish the latter, I alternate between structural and post-structural paradigms, aiming for an integrality of both. In this work, I further provide a comparative analysis, comparing and synthesizing results from analyses on the French Baccalaureat, the German Abitur, and the US American SAT, using sources in French, German, and English. Neither the methodological mix, nor that specific comparison has been done before and I solve several issues, which arise through translation for example, through new applications of existing approaches of meta-description and categorization of textual content. The inclusion of three large scale exams from three different linguistic and cultural contexts allowed me to reflect on similarities and differences, which exist in the German, French and US-American societies, in terms of cultural or social competences students are expected to display when aiming for higher education. It also allowed me to reflect on issues arising through access, transparency and a lack thereof, which I discuss on the basis of sampling and procuring necessary texts and documents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01