Educational Evaluation and Assessment: Beliefs and Values in Educational Discourse

Abstract

This study explores how non-standard schools in the Netherlands can be evaluated and assessed. Firstly, the historical context of the development of compulsory education and freedom of education is provided. This leads to a differentiation between standard and non-standard schools. Secondly, the value of non-standard schools in the Dutch educational system is explained through educational experimentation and innovation. This is followed by an exploration of the concept of education itself. The goals of education will be put in a societal context, which leads to a division into three domains of functionality and disfunctionality: qualification, socialization and subjectification. It is explained how the preferable balance between these domains is based on educational beliefs and values about what is considered good education. Educational beliefs and values are shown as the foundation for educational assumptions and the organization of schools. Concurrently, the role of beliefs and values in the evaluation and assessment system are explored. In the end a framework for educational beliefs and values will be proposed. This framework will be suggested as a starting point for redesigning the educational evaluation and assessment system and for redefining educational discourse.