The Politics of Pupil Self-Evaluation: A Case of Finnish Assessment Policy Discourse

Autor/in	Pitkänen, Hannele
Titel	The Politics of Pupil Self-Evaluation: A Case of Finnish Assessment Policy Discourse
Quelle	In: Journal of Curriculum Studies, 54 (2022) 5, S.712-732 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pitkänen, Hannele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2022.2040596
Schlagwörter	Policy Analysis; Outcomes of Education; Self Evaluation (Individuals); Educational Practices; Self Disclosure (Individuals); Compulsory Education; Foreign Countries; Educational Policy; Politics of Education; Student Development; Educational Legislation; Educational History; Evaluation Methods; Student Evaluation; Knowledge Economy; Finland + Suchen Sie Ihr Suchwort? Politikfeldanalyse; Lernleistung; Schulerfolg; Bildungspraxis; Schulpflicht; Ausland; Politics of education; Bildungspolitik; Educational policy; Bildungsrecht; Schulgesetz; History of education; Bildungsgeschichte; Schulnote; Studentische Bewertung; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Finnland
Abstract	Illustrating the rising trend across education systems, the article examines the socio-historical constitution of the "politics of pupil self-evaluation" in the case of Finnish compulsory education assessment policy discourse. By studying self-evaluation as a 'politics', which, drawing on studies in governmentality, engages in the governing and shaping of educational practices, the conduct of teachers and pupils but also in the forming of pupils' selves, the article challenges the mainstream understanding of self-evaluation as an apolitical technology of learning in pursuit of better learning outcomes, 21th century competencies and lifelong learning. The study uses Finnish compulsory education curricular, legislative and policy documents from 1921 to 2020 as data. In the genealogical reading of data, the rise of the politics of pupil self-evaluation at the interface of discursive formations of "assessment as a practice of discipline and truth about the pupil" and the "practice of self-disclosure and constitution" was demonstrated. Consequently, pupil self-evaluation will be consolidated as a normal educational practice. Importantly, implying subjectifying power, a self-regulative and self-evaluative pupil subjectivity in compliance with the requirements of current globalized knowledge economy and evaluation society will be mobilized and called for. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01