Constitutive Effects as a Social Accomplishment: A Qualitative Study of the Political in Testing

Autor/in	Dahler-Larsen, Peter
Titel	Constitutive Effects as a Social Accomplishment: A Qualitative Study of the Political in Testing
Quelle	In: Education Inquiry, 3 (2012) 2, S.171-186 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v3i2.22026
Schlagwörter	Immigrants; Testing; Foreign Countries; Politics of Education; Social Influences; Ability; Interaction; Educational Policy; Teacher Attitudes; Evaluation Methods; Standardized Tests; Professionalism; Social Bias; Cultural Awareness; Second Language Learning; Indo European Languages; Denmark + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Testdurchführung; Testen; Ausland; Educational policy; Bildungspolitik; Sozialer Einfluss; Fähigkeit; Fertigkeit; Interaktion; Politics of education; Lehrerverhalten; Standadised tests; Standardisierter Test; Professionalität; Cultural identity; Kulturelle Identität; Zweitsprachenerwerb; Indoeuropäisch; Dänemark
Abstract	Although it is often recognised that testing has unintended effects, not enough intellectual curiosity has been invested in a deeper questioning of what "unintended" means. While this concept often remains dependent on an image of good, underlying, rational intentions, it underestimates the contested, controversial and socially productive nature of testing. A conceptual alternative is offered, termed "constitutive effects" as well as a theoretical framework in which this concept makes sense. Four domains in which constitutive effects are likely to unfold are carved out. A qualitative case study of how a national testing system of Danish for immigrants influences practices in one school in Denmark is offered as an illustration of such constitutive effects. Finally, a discussion unfolds concerning in what sense constitutive effects of testing can be seen as political (in a way that is not captured by the more conventional conceptualisation of "unintended effects". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01