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 curricular 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 the two can cooperate theoretically and empirically.