1 Department of Learning and Philosophy, The Faculty of Humanities, Aalborg University, VBN2 The Faculty of Humanities, Aalborg University, VBN3 Centre for Education Policy Research, The Faculty of Humanities, Aalborg University, VBN
Drawing on Twentieth-century Danish History of Education Experiences
This article reveals perspectives based on experiences from twentieth-century Danish educational history by outlining contemporary, test-based accountability regime characteristics and their implications for education policy. The article introduces one such characteristic, followed by an empirical analysis of the origins and impacts of test-based accountability measures applying both top-down and bottom-up perspectives. These historical perspectives offer the opportunity to gain a fuller understanding of this contemporary accountability concept and its potential, appeal, and implications for continued use in contemporary educational settings. Accountability measures and practices serve as a way to govern schools; by analysing the history of accountability as the concept has been practised in the education sphere, the article will discuss both pros and cons of such a methodology, particularly as it relates to contemporary education governance.
Paedagogica Historica, 2013, Vol 49, Issue 5, p. 716-733