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Abstract
This paper analyses sociologically the current form of school‐based secondary assessment in Queensland which is criterion‐referenced to Year 10 and a hybrid criterion/norm referenced form at the end of Year 12. Habermas’ arguments are used to suggest that this assessment pattern will give the state potentially greater ‘steering capacity’ over education by ‘rationalising’ it — the ‘scientisation of schooling’. This form of assessment fits within the accountability discourse of the economically parsimonious 1980s while meeting selection demands. However, the approach does meet some educational demands. The paper also reflects upon the role of the state and expert knowledge in policy formulation.
*An earlier version of this paper was presented to the International Sociology of Education Conference, Westhill College, Birmingham, United Kingdom, 4th‐6th January, 1988.
Notes
*An earlier version of this paper was presented to the International Sociology of Education Conference, Westhill College, Birmingham, United Kingdom, 4th‐6th January, 1988.