Statistical reasoning and Finnish pupil evaluation from the viewpoint of Ian Hacking's philosophy of science

Authors

• Antti Saari Tampereen yliopisto

Abstract

The article discusses the significance of statistical methods for the development of pupil evaluation in Finland. Until the 1940s Finnish pupil evaluation was largely uncoordinated and left to the consideration of individual teachers. After World War II pupil evaluation gradually turned into a more standardized, scientific form in which statistical methods played significant part. The special focus in this article is on the epistemological foundations of statistical reasoning which are discussed in the light of Ian Hacking’s philosophy of the human sciences. First, the article discusses the historical formation of the epistemological foundations of statistics and proceeds to show how these have become intertwined with rationalized curriculum planning and evaluation. Furthermore, the consequences of the statistical implications of the bell curve in pupil assessment are discussed. With these case analyses, the article shows how statistical methods can provide ramifications for what is considered as objective, rational and fair in pupil assessment. In addition, this also changes the actual practices of student evaluation.