Observing – Treating – Classifying: On the Educational Practice of Human Differentiation

Sociological research often states the reproductive function of educational systems. Thus, students are differentiated according to their cultural capital and their social background. One central dimension of the selection process is the grading performed by teachers. The paper outlines a conceptional framework of dealing with this kind of human differentiation sociologically. It therefore gives insight into the prerequisites provided by the school administration and into the empirical organization of grading – from classroom assessment to teacher meetings where final decisions are taken. Two forms of objectifying students’ performances are presented: a social as well as a numerical-administrative objectification. The term ‘social objectification’ describes the orally conveyed assessment; the term ‘numerical-administrative objectification’ refers to the practice of translating student performance into mathematical and other symbols for further aggregation and editing.