ORCID
- Kelly, Peter: 0000-0002-1050-7433
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 pupils' perceptions of their potential academic skills. This article draws on research into the national testing of reading conducted in England and Denmark in spring 2013 and draws on the work of Basil Bernstein to compare and contrast both sets of national assessment practices.
DOI
10.7788/bue-2015-0306
Publication Date
2015-12-03
Publication Title
Bildung und Erziehung
Volume
68
Issue
3
ISSN
0006-2456
Organisational Unit
Institute of Education
First Page
329
Last Page
348
Recommended Citation
Andreasen, K., Kelly, P., Kousholt, K., McNess, E., & Ydesen, C. (2015) 'Standardised testing in compulsory schooling in England and Denmark: A comparative study and analysis', Bildung und Erziehung, 68(3), pp. 329-348. Available at: https://doi.org/10.7788/bue-2015-0306
