Performativity as Pretence: A Study of Testing Practices in a Compulsory School in Sweden

Autor/inn/en	Lunneblad, Johannes; Carlsson, Maj Asplund
Titel	Performativity as Pretence: A Study of Testing Practices in a Compulsory School in Sweden
Quelle	In: Ethnography and Education, 7 (2012) 3, S.297-309 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-7823
DOI	10.1080/17457823.2012.717198
Schlagwörter	Testing; Foreign Countries; Grade 5; Standardized Tests; Classroom Communication; Guidelines; Student Behavior; Teacher Behavior; Ethnography; Neoliberalism; Governance; Equal Education; Access to Education; Elementary School Students; Elementary School Teachers; Sweden + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Standadised tests; Standardisierter Test; Klassengespräch; Richtlinien; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Ethnografie; Neo-liberalism; Neoliberalismus; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Access; Zugang; Bildungszugang; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schweden
Abstract	Our aim in this article is to analyse the impact of the standardised test on classroom practices in grade 5 in a compulsory school in western Sweden. In our analysis, the use of the concept of the pedagogical device (Bernstein 1996) provides a framework for understanding how high-stakes, standardised testing regulates classroom discourse and teachers' and students' classroom behaviours. The study was conducted during 2006-2007 as part of a larger ethnographic inquiry. The results reveal how the demands of the test impact upon the daily work in the classroom. In the neo-liberal approach to governance, standardised tests have become an important measure of quality. School practices run the risk of being viewed as valuable, only relative to the performance of teachers and students at the individual level. This view shifts the focus from a discussion about a societal responsibility to ensure that all children have equitable access to education, to a debate centred on the individual's responsibility to perform. The analysis reveals that the test was not carried out as intended. However, both teacher and the students respond to the test situation and the results "as if" it had been and "as if" the test really mattered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10