Adapting to the test

Performing algorithmic adaptivity in Danish schools

Bibliographic Data

ID2926470
AuthorsLaura Høvsgaard Maguire (University College Copenhagen, Copenhagen Business School, Denmark, corresponding author)
Year2019
Volume40
Issue1
Pages78-92
Publication date2019-01-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2018.1549705
OpenAlexW2907676947
LanguageEN
Citations received8
References cited34

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

Danish · Linguistics · Mathematics education · Sociology · Educational Games and Gamification · Educational Leadership and Innovation · Online Learning and Analytics · Philosophy · Psychology

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