Abstract
This chapter consist of two parts. In the first part a specific problem related to current assessment practice is discussed. This problem concerns the prevalent status of the learner as an object in the process of assessment. In the second part, practical hermeneutics is examined as a possible tool to promote the learner as a subject in the process. A case study from teacher education demonstrates the processes.
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© 1993 Springer Science+Business Media Dordrecht
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Mellin-Olsen, S. (1993). A Critical View of Assessment in Mathematics Education: Where is the Student as a Subject?. In: Niss, M. (eds) Investigations into Assessment in Mathematics Education. New ICMI Study Series, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1974-2_9
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DOI: https://doi.org/10.1007/978-94-017-1974-2_9
Publisher Name: Springer, Dordrecht
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