Adapting to the test: performing algorithmic adaptivity in Danish schools.
Algorithmic practices are becoming increasingly more central within educational governance. By focusing on the mechanisms of a particular algorithmic testing system in Denmark, this paper highlights how such practices are implicated in the emergence of new accountability infrastructures. It adopts a...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 40; no. 1; pp. 78 - 93 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Feb2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=133803754&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 133803754 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Feb2019 vid: 40 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 133803754 10.1080/01596306.2018.1549705 ppf: 78 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1MB tig: atl: Adapting to the test: performing algorithmic adaptivity in Danish schools. aug: au: Høvsgaard Maguire, Laura affil: University College Copenhagen, Copenhagen Business School, Denmark su: National competency-based educational tests Algorithms Science education Student attitudes Education Denmark sug: subj: Denmark National competency-based educational tests Algorithms Science education Student attitudes Education keyword: algorithms Computer adaptive testing (CAT) digital educational governance performativity STS ab: Algorithmic practices are becoming increasingly more central within educational governance. By focusing on the mechanisms of a particular algorithmic testing system in Denmark, this paper highlights how such practices are implicated in the emergence of new accountability infrastructures. It adopts an STS approach drawing specifically upon Michel Callon's concepts framing, overflowing, and re-framing. The paper examines how algorithmic adaptivity has become central in the framing of the Danish national test and traces the ways in which students, teachers, and schools respond to such proceduralized interactions. While algorithmic adaptivity was introduced as a way of providing students with an equal test experience, it also inscribes student adaptability into test practices, generating new student affectivities and teacher responsibilities in the process. The paper argues that this is a matter of adapting to the test and highlights how the mundane practices of testing situations also become a subject of governance. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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