Non-school evaluation. Universities and free schools between the requirement of differentiation and institutionalized contrasts

非学校评价。

• 批准号: 222346490
• 负责人: Professor Dr. Herbert Kalthoff
• 金额: --
• 依托单位: Institut für Soziologie
• 依托单位国家: 德国
• 项目类别: Research Units
• 财政年份: 2013
• 资助国家: 德国
• 起止时间: 2012-12-31 至 2019-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/222346490?language=en
• 关键词: Non; evaluation.; Universities; free; schools

School as an institution administers a treatment program to individuals that marks them as good/bad, talented/untalented, studious/lazy and acknowledges this in certificates. As such a special institution school has always been faced with other forms of evaluation. The research project investigates two institutions that carry out the differentiation of humans on the basis of principles and assumptions different from those employed by regular schools: alternative free schools on the one hand and universities on the other hand. These institutions operate with different theories on education, learning and independence; in doing so they question the notion of educational achievement and highlight its limitation. Within the context of their differentiation concept and practice both institutions emphasise classic educational ideals of supporting and challenging individuals. The research project aims at an empirical investigation on how alternative free schools and universities conduct the treatment and marking of individuals, how this treatment and marking is negotiated among participants and how it is adopted by them. With the empirical findings the research project further aims at framing the empirical results of the first phase of funding, i.e., the differentiation of humans in regular schools.

学校作为一个机构，对个人实施治疗计划，将他们标记为好/坏、有才华/无才华、勤奋/懒惰，并在证书中承认这一点。作为一所特殊机构的学校，始终面临着其他形式的评价。该研究项目调查了两个机构，它们根据与普通学校不同的原则和假设来进行人类分化：一方面是另类免费学校，另一方面是大学。这些机构以不同的教育、学习和独立理论运作；在这样做的过程中，他们质疑教育成就的概念并强调其局限性。在其差异化概念和实践的背景下，这两个机构都强调支持和挑战个人的经典教育理想。该研究项目旨在对另类免费学校和大学如何对个人进行待遇和评分、参与者之间如何协商这种待遇和评分以及他们如何采用进行实证调查。根据实证结果，该研究项目进一步旨在框架第一阶段资助的实证结果，即普通学校中人类的分化。

项目成果

Kontingenz und Unterwerfung. Die organisierte Humanevaluation der Schule

应急与服从 学校有组织的人工评估

• DOI: 10.5771/9783845292540-260
• 发表时间: 2017
• 作者: Kalthoff

Organisierte Humanevaluation

有组织的人工评估

• DOI: 10.1007/978-3-658-21763-1_10
• 发表时间: 2019
• 期刊: (Be)Werten. Beiträge zur sozialen Konstruktion von Wertigkeit
• 作者: Kalthoff

Universitäre Bewertung. Die Geschichtswissenschaft und die Einsätze ihrer Mitglieder

大学评估历史科学及其成员的承诺

• DOI: 10.1007/978-3-658-31549-8_10
• 发表时间: 2021
• 期刊: Organisation und Bewertung
• 作者: Kalthoff;Engert
• 通讯作者: Engert

Unterscheidung und Härtung. Bewertungs- und Notenkommunikation in Lehrerzimmer und Zeugniskonferenz

师范室及证书发布会考核等级沟通的差异化和强化

• DOI: 10.1007/s11609-017-0324-8
• 发表时间: 2016
• 期刊: Berliner Journal für Soziologie
• 作者: Kalthoff;Dittrich
• 通讯作者: Dittrich

Observing – Treating – Classifying: On the Educational Practice of Human Differentiation

观察→处理→分类：论人的分化教育实践

• DOI: 10.1016/j.sbspro.2016.07.099
• 发表时间: 2016
• 期刊: Procedia - Social and Behavioral Sciences
• 作者: Kalthoff