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CONVEGNO INTERNAZIONALE EVALUATING EDUCATIONAL QUALITY

 

The parent and educator deal with situations that never repeat one another. Exact quantitative determinations are far from meeting the demands of such situations, for they presuppose repetitions and exact uniformities. Exaggeration of their importance tends to cramp judgment, to substitute uniform rules for the free play of thought, and to emphasize the mechanical factors that also exist in schools. They contribute at most to the more efficient working of present practices in some subjects. They have already been fruitful in securing eliminations, especially in the more routine skills, such as the three R's. But they do not give any help in larger questions of reconstruction of curriculum and methods. What is worse, they divert attention and energy from the need of reconstructions due to change of social conditions and to the inertia of traditions of the school system.

 

JOHN DEWEY, 1929

«The Sources of a Science of Education»

 

Silje Kristin Gloppen

Emerging Practices of TeachingEvaluation in the Norwegian School System

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