New national tests for the Danish public school system – Tensions between renewal and orthodoxy before, during, and after the COVID-19 pandemic

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2022-09-03 DOI:10.1080/0969594X.2023.2166462

Christian Ydesen

引用次数: 0

Abstract

ABSTRACT This article explores the struggles over the development of new national tests for the Danish public school system before, during, and after the lockdown of society due to the COVID-19 pandemic. The article throws light on the stakeholder positions, arguments, and discourses involved in assessment policy formation with particular attention on the national tests as the key component of the new assessment system. Drawing on policy documents, media news stories, and interviews with teachers, school leaders, politicians, and civil servants at the municipal and national levels, the article adds to our understanding of how assessment policies come into existence and offers reflections on the implications and conditions for how assessment systems may evolve.

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丹麦公立学校系统的新全国考试——在COVID-19大流行之前、期间和之后，更新与正统之间的紧张关系

本文探讨了因COVID-19大流行而导致的社会封锁之前，期间和之后，为丹麦公立学校系统开发新的国家考试的斗争。本文揭示了评估政策形成过程中涉及的利益相关者的立场、论点和话语，并特别关注了作为新评估体系关键组成部分的国家考试。根据政策文件、媒体新闻报道以及对市级和国家级教师、学校领导、政治家和公务员的采访，本文增加了我们对评估政策如何形成的理解，并对评估系统如何演变的影响和条件进行了反思。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.