Author/Editor		Rutar-Ilc, Zora
Title		Preverjanje znanja: vednost ali oblast?
Translated title		Knowledge assessment: konwledge or power?
Type		članek
Source		Anthropos
Vol. and No.		Letnik 29, št. 4-6
Publication year		1997
Volume		str. 41-7
Language		slo
Abstract		If we give up the usual thinking about school practices as neutral and iluminating and if the thought about the knowledge assessment is pledged as an ilumination of the condition of the concrete practices and of the effects they produce, the knowledge assessment proves itself as much an educating practice as an ideological one. Carrying out the knowledge assessment is than an specific way of articulation of political-educating interests. It runs out as an hegemonistic fight of different pfhilosophies of education. Each of them can be thematised on the background of the functions it serves and the effects it causes. Hipothetically the autoreflexity of the school practices, the thematising of their epistemological presupositions can be a kind of outline. But in the real practice the range of the so called "epistemologisation" of the schooling and the knowledge assessment is limited to the measure to which the schooling keeps its master function.
Descriptors		EDUCATIONAL MEASUREMENT KNOWLEDGE KNOWLEDGE OF RESULTS (PSYCHOLOGY) POLITICS SCHOOLS