Summary
Opinions on the Use of Knowledge Gained From Standardized Pupil Assessments: An Analysis Based on Profession Theory
Standardized pupil assessments provide an education system with an output-oriented steering instrument, which can disseminate steering knowledge decentrally to schools and teaching professionals. The intention is to exploit empirical knowledge for more professional work and better school development. The use of this instrument is, however, dependent on the professionalism of the teachers involved. The way in which the modification function between scientific and practical knowledge is fulfilled is — empirically speaking — not yet fully understood. The objective of the pilot project presented here is to investigate this process. On the basis of a qualitative case study design, a heuristic assessment instrument to capture the professional opinion of teachers regarding the use of pupil assessments will be presented. The results will be tested on exemplary sections of interviews in order to make the results useful to further studies. The understanding of professions and organisations in systems theory provides the theoretical framework for this model.