Session Information
Contribution
How is it possible to conceptualise and describe the relationship between students' knowledge and the inter/national knowledge produced about students' achievement? This question can be elaborated as a question about the influence of assessment/examination on the organisation of teaching and of curriculum content. The presentation will focus a period that can be considered as formative from a Swedish curriculum perspective. The historical and social conditions that made a specific knowledge or way to produce knowledge hegemonic will be captured through an investigation of a shift that took place in Swedish assessment and examination discourse between 1930 and 1950. The Swedish participation in the IEI study is traced and analysed from a sociometric and a cultural perspective. Several of the participants in the IEI study also appeared in the "Nordic network for elementary teachers" as well as in the progressive movement trying to replace internal assessments with external assessments. Though it will be shown that references to "international education" played a minor part in this discursive shift when compared to references to an uprising national "sociological" perspective that produced knowledge about students' "performability" as a measure of equality.
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