Conceptions of justice in the examination systems of England, Germany, and Sweden : a look at safeguards of fair procedure and possibilities of appeal
Por: Waldow, Florian.
Tipo de material: Artículo Tipo de portador: ImpresoTema(s): INGLATERRA | JUSTICIA | CERTIFICACION DE EDUCACION SUPERIOR | | En: Universidad de Chicago ; Post, David, editor/a Comparative education review Vol. 58, no. 2 (mayo 2014), p. 322-343Resumen: In societies following a meritocratic ideal, educational certificates and examinations play a key role in allocating life chances to individuals. Procedures for allocating life chances need to be perceived as fair by those concerned if examinations and certificates are to possess legitimacy. This article traces and compares basic conceptions of procedural justice embedded in systems of examination and assessment of secondary schools in Germany, Sweden, and England. It uses Gerald Leventhal's concept of procedural justice to analyze context-dependent differences in uses of examinations for purposes of ensuring fairness and facilitating appeals.Tipo de ítem | Ubicación actual | Signatura | Info Vol | Estado | Notas | Fecha de vencimiento | Código de barras | Reserva de ítems |
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Publicación Periódica | Biblioteca UNTREF - Sede Posgrados | H378=20/COM (Navegar estantería) | Vol. 58, no. 2 (mayo 2014) | Disponible | ACK | 2.008672 |
In societies following a meritocratic ideal, educational certificates and examinations play a key role in allocating life chances to individuals. Procedures for allocating life chances need to be perceived as fair by those concerned if examinations and certificates are to possess legitimacy. This article traces and compares basic conceptions of procedural justice embedded in systems of examination and assessment of secondary schools in Germany, Sweden, and England. It uses Gerald Leventhal's concept of procedural justice to analyze context-dependent differences in uses of examinations for purposes of ensuring fairness and facilitating appeals.