The article deals with the implicit and explicit normative contexts of justification for the need of “Bildungsmonitoring” (educational monitoring). Starting from the semantic tension inherent to the compound “Bildungsmonitoring”, we outline reference concepts characterizing the perspective with which Bildungsmonitoring approaches and defines its objects of research. After discussing the concept of “Bildung” in the context of “Bildungsmonitoring”, we address aspects related to theories of justice and reflect upon normative implications of empirical portrayals of reality. Finally, we show the normative effects of “Bildungsmonitoring” in its position as a politically institutionalized element of state control systems.

Schlagworte
educational monitoring, normativity, theory of justice, governance, evidencebased policy