Evalueringer som mulige engagementer i fælles læreprocesser

Abstract

The aim of the article is partly to show how as- sessments in schools are more than techniques and tools. Instead, this article point to, first, that different assessment technique and tools are part of a social practice that is already common and differentiating in different ways, and that assessments have different meanings for different people. Second, assessments are much more than techniques instead assessments are ways of being together, create conditions for each other and engage in common processes of self-understandings. This is shown through the article’s analyses. Furthermore an alternative assessment practice is presented, namely the expanding assessment that take seriously that assessments can be part of people’s engage- ments in shared learning processes.