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Purpose:   The article distinguishes between the three concepts of standardization of the tasks of pedagogical action in modern educational systems: - the traditional concept of standardizing educational goals through curricula, - the literacy concept of psychometric standardization, - and the concept of competence, which can be developed in different ways.Design/Approach/Methods:   I examine these concepts and show, - that traditional curriculum orientations suffer from the fact that they have not developed controls over the achievement of objectives, - that literacy concept allows for psychometric measurement, but this is not coordinated with the actual teaching and its goals, - and that competence models only offer further possibilities if their subject-specific requirements are aligned with the educational theoretical and didactic teaching objectives.Findings:   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 both can cooperate theoretically and empirically.

Education [Bildung]–Literality–Competence: On Competing Tasks of Public Schools and the Need for New Links Between Teaching and Educational Research