Non-school evaluation. Universities and free schools between the requirement of differentiation and institutionalized contrasts

学校作为一个机构，对个人实施一项治疗计划，将他们标记为好/坏，有才华/没有才华，勤奋/懒惰，并在证书中承认这一点。学校作为一个特殊的机构，一直面临着其他形式的评价。该研究项目调查了两个机构，它们根据与正规学校不同的原则和假设对人进行区分：一个是替代性免费学校，另一个是大学。这些机构以不同的教育、学习和独立性理论运作;在这样做时，它们质疑教育成就的概念，并强调其局限性。在他们的差异化概念和实践的背景下，这两个机构都强调支持和挑战个人的经典教育理想。该研究项目的目的是对替代性免费学校和大学如何对待和标记个人、参与者之间如何谈判这种待遇和标记以及他们如何采用这种待遇和标记进行实证调查。该研究项目的进一步目标是利用实证研究结果，确定第一阶段供资的实证结果，即，普通学校里的人的差异。

School as an institution administers a treatment program to individuals that marks them as good/bad, talented/untalented, studious/lazy and acknowledges this in certificates. As such a special institution school has always been faced with other forms of evaluation. The research project investigates two institutions that carry out the differentiation of humans on the basis of principles and assumptions different from those employed by regular schools: alternative free schools on the one hand and universities on the other hand. These institutions operate with different theories on education, learning and independence; in doing so they question the notion of educational achievement and highlight its limitation. Within the context of their differentiation concept and practice both institutions emphasise classic educational ideals of supporting and challenging individuals. The research project aims at an empirical investigation on how alternative free schools and universities conduct the treatment and marking of individuals, how this treatment and marking is negotiated among participants and how it is adopted by them. With the empirical findings the research project further aims at framing the empirical results of the first phase of funding, i.e., the differentiation of humans in regular schools.