期刊名称：Nordic Journal of Studies in Educational Policy
印刷版ISSN：2002-0317
出版年度：2004
卷号：2004
期号：2
语种：English
出版社：Co-Action Publishing
摘要：This article deals with conceptions of what we today call “knowledge assessment” in early Swedish curricula, between 1561 and 1724, concerning the grammar schools for boys. The main findings indicate th at it was possible, due to the way knowledge seems to have been understood in the five analysed pre - modern curricula, to integrate administrative demands for examination and assessment with pedagogical ones. This is when it comes to the reproduction of spe aking skills and the training of the memory. When telling about assessing writing skills and the training of judgment, the curricula uses another language. These skills were to be assessed carefully but were at the same time not part of the examinati on. When assessments on administrative grounds get more fo r - malised in the curricula of 1693 and the ones following, they tend to rely solely on oral examination. At the same time, a bit contradictory, the reproduction of “spoken memory” are starting to fall down from its place as the number one purpose of schooling. When leaving 1724 it is with a curriculum that has started to value other skills than having a good memory but at the same time prescribes a memory assessing examination in the name of adm inistrative m o tives.
