A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2021; you can also visit the original URL.
The file type is
Zeitschrift für Pädagogik und Theologie
The aim of this article is to present the system that governs Swedish RE in terms of curricular requirements, national tests and their outcomes, and discuss this in light of the current critical debate on an outcome-focused school, as well as the debate on the need for 'powerful knowledge'. The debate on educational achievements and measurements can be seen from different angles. On the one hand, there are reasons to take the criticisms seriously, for instance concerning how such a focus tendsdoi:10.1515/zpt-2018-0056 fatcat:md5eh3i5pncw7p3d5b363d4jzu