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Critically evaluates each approach by examining missing achievement controls in curricular goal standardization, the measurement capabilities of literacy without alignment to teaching goals, and the need to align competence models with subject-specific and didactic teaching objectives. 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\nHumboldt University of Berlin  \nECNU Review of Education 2023, Vol. 6(1) 15–32 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120943614](DOI: 10.1177/2096531120943614)[ ](DOI: 10.1177/2096531120943614)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: The article distinguishes between the three concepts of standardization of the tasks of pedagogical action in modern educational systems:  \n-the traditional concept of standardizing educational goals through curricula,  \n-the literacy concept of psychometric standardization,  \n-and the concept of competence, which can be developed in different ways.  \nDesign/Approach/Methods: I examine these concepts and show  \n- that traditional curricular orientations suffer from the fact that they have not developed controls over the achievement of objectives,  \n-that literacy concept allows for psychometric measurement, but this is not coordinated with the actual teaching and its goals,  \n-and that competence models only offer further possibilities if their subject-specific requirements are aligned with the educational theoretical and didactic teaching objectives.  \nCorresponding author:  \nDietrich Benner, Department of General Education, Humboldt University of Berlin, Unter den Linden 6, 10099 Berlin, Germany.  \nEmail: [dietrich.benner@gmx.de](dietrich.benner@gmx.de)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nFindings: Instead of replacing traditional input control with output measurements, it is important to link teaching and educational research in such a way that competence measurements not only measure the levels of demands achieved by learners but also the quality and effectiveness of teaching. Originality/Value: The train of thought overcomes the juxtaposition of philosophy of education and empirical research and shows how the two can cooperate theoretically and empirically.  \nKeywords  \nBasic education, competence, didactically oriented teaching research, input control, literacy, output control  \nDate received: 2 June 2020; accepted: 30 June 2020  \nThe article centers on three concepts associated with different task descriptions of public education [Erziehung and Bildung] . The first ascribes to the educational system the task of providing and securing basic education for everyone [Grundbildung](see Tenorth, 2004; for the genesis of Comenius’s concept, see Tenorth, 1994; for the problem of the Comenian “omnino,” cf. Benner & Stpkowski, 2012); the second is drawn from the English word “literacy,” which undoubtedly originally referred to the ability to read and write, which pertained to basic education [Grundbildung] and which has recently been expanded to include “literalities” from other domains (see Baumert et al., 2001; Tillmann, 2017); the third stands for attempts to change the control of the education system from traditional input control using educational plans to a new type of output control based on measurements of competence (see Bellmann, 2006; Fend, 2011; Programme for International Student Assessment [PISA], 2000) .  \nNone of these concepts is undisputed, each having its strengths and weaknesses, which are not reciprocally counterbalanced, an","cbCaiibfJTR34zCN","https://ap.wps.com/l/cbCaiibfJTR34zCN","pdf",158602,18,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Key Concepts in Public Education\n## Education and basic education\n## Literacy and expanded “literalities”\n## Competence and output control\n# Limits and Proposal for a New Link\n## Blind spot in determining teaching methods\n## Linking teaching with educational research","[{\"question\":\"What three concepts does the article distinguish for educational task descriptions?\",\"answer\":\"It distinguishes standardization of pedagogical action via curricula, psychometric standardization through literacy, and the concept of competence that can be developed in different ways.\"},{\"question\":\"How does the article evaluate the traditional curricular approach to standardization?\",\"answer\":\"It argues that traditional curricular orientations lack developed controls over the achievement of objectives.\"},{\"question\":\"What is the article’s main recommendation for connecting teaching and research?\",\"answer\":\"Instead of replacing input control with output measurements alone, it emphasizes linking teaching and educational research so competence measurements capture both the demands achieved by learners and the quality and effectiveness of teaching.\"}]","Education - Literality - Competence: On Competing Tasks of Public Schools and the Need for New Links Between Teaching and Educational Research | PDF",1792092511,45]