Testing as social practice: analysing testing in classes of young children from the children's perspective

Publikation: Forskning - peer reviewTidsskriftartikel

In this article, the author challenges the implicit assumptions of tests as a neutral tool for measuring the individual’s learning achievement. Instead, testing is explored as a social practice which becomes part of children’s conduct of everyday life. The theoretical foundation for the analysis is Danish-German Critical Psychology. This approach offers a dialectically developed set of concepts and hereby another basis for understanding school testing than the one implicit in the technology of testing. The analysis is primarily based on a case consisting of an observation conducted in a 2nd grade class at a low socio-economic school in Denmark.
TidsskriftTheory & Psychology
Sider (fra-til)377-392
StatusUdgivet - 2016


  • Grundskole, Børnekultur, Læring og læringsmiljøer, Test og karakterer

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