Messbarkeit als Norm. Warum quantitativ-empirische Forschung nicht neutral ist

This article explores the inherent normative nature of what on the surface appears to be neutral empirical research. Direct and indirect normative influences exercised by empirical research are demonstrated using the example of the PISA studies: (1) their desire to provide knowledge which can help steer policy, (2) the normative nature of their didactical concepts and educational theory, (3) the idea derived from the sequence of studies of adapting classroom instruction to conform with the concept in the phases between the surveys and (4) the operationalisation of theoretical measurement standards required before measurement, which can assume the form of criteria for action, in terms of their quantitative measurability.