OECD Reviews of Evaluation and Assessment in Education: Norway 2011

Nusche, Deborah; Earl, Lorna; Maxwell, William; Shewbridge, Claire

doi:10.1787/9789264117006-en

Cited by 45 publications

(35 citation statements)

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“…The OECD aims to provide participating countries and economies with data and interpretations (such as policy briefs, country notes and reviews) that may shape educational policy and inspire change and improvement (e.g. Breakspear, 2012;Hopfenbeck, Tolo, Florez & El Masri, 2013;Nusche, Earl, Maxwell & Shewbridge, 2011;OECD, 2017a). The OECD also aims to support secondary analyses conducted by other institutions and researchers.…”

Section: What Pisa Measuresmentioning

confidence: 99%

Policy impact of PISA on mathematics education: the case of Norway

Nortvedt

2018

Eur J Psychol Educ

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This article addresses the policy implications of participation in international large-scale assessments (ILSAs), particularly the Programme for International Student Assessment (PISA), and the ways in which such implications might influence mathematics education. Taking Norway as a special case, this discussion focuses on insights into teaching, learning and assessment practices that can be inferred from the PISA study, and how participation in ILSAs has contributed to educational policy and even changed policy makers' perspectives on schools, teachers and students. Following publication of the PISA 2000 results, Norway experienced a 'PISA shock', leading to the implementation of a national quality assessment system and national tests. In addition, changes were made to the mathematics curriculum for compulsory school and to mathematics teacher education. More recently, public debate has focused less on rank and league tables, shifting instead to the high number of low-achieving students and the low number of high achievers. Moreover, there has been little uptake of policy advice provided by the Organisation for Economic Cooperation and Development (OECD), which focuses on strengthening accountability measures. Furthermore, although the Norwegian educational system in the past decade has undergone a decentralisation process, the educational system still follows the Nordic model, which focuses on equity and 'education for all'. Analyses of the Norwegian case indicate that policy making takes place in highly cultural contexts, and that international studies might be used merely to validate existing policy directions.

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Section: What Pisa Measuresmentioning

confidence: 99%

Policy impact of PISA on mathematics education: the case of Norway

Nortvedt

2018

Eur J Psychol Educ

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“…De ulike instrumentene ble innført på ulike tidspunkt og med vektlegging av vekslende begrunnelser og formål. En slik stykkevis innføring kan vaere en av de underliggende årsakene til at NKVS ble karakterisert som fragmentarisk og lite sammenhengende i en OECD-rapport (Nusche, Earl, Maxwell & Shewbridge, 2011), en vurdering som også Utdanningsdirektoratet sluttet seg til (Norwegian Directorate for Education and Training, 2011).…”

Section: Innledningunclassified

På vei mot et sammenhengende nasjonalt kvalitetsvurderingssystem

Blömeke¹,

Olsen

2018

ADNO

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Artikkelen presenterer de mest sentrale verktøyene for kvalitetsmonitorering som har blitt innført som en del av det «Nasjonale kvalitetsvurderingssystemet for grunnopplæringen» (de nasjonale prøvene, kartleggingsprøvene og elev-undersøkelsen), i all hovedsak ut fra et perspektiv om at dette er målinger som skal bidra med informasjon til skoler, skoleeiere og nasjonale beslutningstakere. Gjennom beskrivelsen legger vi et grunnlag for en drøfting av seks forhold som vi foreslår som spesielt viktige for å videreutvikle det nasjonale kvalitetsvurderingssystemet. Hovedkonklusjonen fra denne drøftingen er at norsk skole har utviklet mange målinger som hver for seg i stor grad har god kvalitet. Det legges imidlertid ikke til rette for en helhetlig analyseramme som gjør det mulig å se de ulike målingene i sammenheng med hverandre, og som i sterkere grad vektlegger et utviklingsperspektiv.Nøkkelord: NKVS, læringsprogresjon, kartleggingsprøver, nasjonale prøver, elevundersøkelsenTowards a coherent national quality monitoring systemAbstractThis article gives an overview of the core tools introduced for quality moni-toring in the Norwegian school system since 2003 (the national assessments, the mapping tests and the student survey). It emphasizes a perspective that these tools are measurements with the purpose of providing information to schools, school owners and national stakeholders. The initial description is used to raise and discuss six aspects suggested to be of vital importance for the future development of the national quality monitoring system. The main conclusion derived from this discussion is that Norwegian schools have access to several measures which by themselves to a large degree have high quality and are fit for purpose. However, the system does not provide an analytical frame in which the various measures relate to each other to support a more holistic perspective on development.Keywords: Norwegian quality monitoring system, learning progression, mapping tests, national assessment, student survey

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“…Overall, the sample includes systems in six countries, but undoubtedly leaves out others that would yield valuable insights if examined. For instance, for maximum variation it might have been advisable to include an example like Norway, where there are neither national nor regional formalized systems of classroom observation for teacher appraisal, development or school improvement, while such efforts do exist to varying extent at school (and, rarely, municipal) levels (Nusche et al, 2011). We recognized early on that inclusiveness and representativeness would be elusive goals and instead focused on procuring a sample of systems for which sufficient information could be collected, and that would represent a broad enough slice of variation along our key dimensions of analysis.…”

Section: Designing Classroom Observation Systems For Teacher Developmmentioning

confidence: 99%