Standardised testing in compulsory schooling in England and Denmark. A comparative study and analysis.

Autor/inn/en	Andreasen, Karen; Kelly, Peter; Kousholt, Kristine; McNess, Elizabeth; Ydesen, Christian
Titel	Standardised testing in compulsory schooling in England and Denmark. A comparative study and analysis.
Quelle	In: Bildung und Erziehung, 68 (2015) 3, S. 329-348Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0006-2456; 2194-3834
DOI	10.7788/bue-2015-0306
Schlagwörter	Testkonstruktion; Lernstandserhebung; Lesetest; Testdurchführung; Schulsystem; Sekundarstufe I; Leistungsbeurteilung; Curriculum; Internationaler Vergleich; Modell; Tradition; Dänemark; England
Abstract	Within education, national testing is flourishing and, considering the important role which assessment plays in the production and reproduction of culture, it is important to examine further the possible impact of such practice. While England has a long tradition of national educational testing, Denmark, in contrast, has only recently introduced such tests. Thus the two countries present excellent cases for comparison and analysis in order to gain knowledge about the possible consequences of such testing schemes on pedagogy and the content of the school curriculum, as well as the impact they may have on pupil's perception of their potential academic skills. This article draws on mark in spring 2013 and draws on the work of Basil Bernstein to compare and contrast both sets of national assessment practices. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/1