Abstract

This chapter examines the alleged tension between the notion of Bildung, including its different historical and contemporary varieties, and the contemporary practices of educational assessment. Is there an inherent tension between Bildung and educational assessment? I analyze the ways in which Bildung and assessment seem antithetical to one another, while also showing how the two terms may be reinterpreted so as to make them compatible with one another. To develop my argument, I offer an interpretation of the main strands of the Bildung tradition, with particular emphasis on how they relate to the questions of educational assessment. A concrete example of how Bildung and educational assessment may be harmonized is provided through a case study of the Finnish educational system. To be successful, Bildung must use evaluative elements, and this involves both self-evaluation and evaluating others. Moreover, if educational assessment uses standards that require learning not only knowledge and skills but also attitudes and values, then Bildung ideals will be compatible with the demands of educational assessment.