Uploading, downloading and uploading again – concepts for policy integration in education research

Prøitz, Tine Sophie

doi:10.3402/nstep.v1.27015

Cited by 20 publications

(22 citation statements)

References 23 publications

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“…This is highly relevant, since the use of data for pupils' learning (data literacy) has not been, and is still not, an issue in Norwegian teacher education (Ffl 2015;NRLU 2016aNRLU , 2016bWerler & Volckmar, 2015). Until recently, data were primarily used at the system and policy level (Lawn, 2013) to guide policy decisions and evaluate education reforms (Grek, 2009;Meyer & Benavot, 2013;Prøitz, 2015;Takayama, 2008). However, in recent years there has been a tendency to argue for the use of assessment (of learning) data in classrooms (Thomas & Brady, 2005;Udir, 2014, p. 1;Wells, 2009).…”

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confidence: 99%

National testing data in Norwegian classrooms: a tool to improve pupil performance?

Werler

Færevaag

2017

Nordic Journal of Studies in Educational Policy

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This paper considers teachers' use of data from national school tests. These national tests are part of the Norwegian top-down accountability school system. According to official regulations, teachers have to use the test results to improve learning outcomes even if the test system is not able to deliver necessary data. However, previous research has shown that teachers apply teaching-to-test strategies. The focus of this paper is twofold. First, we ask, 'How do teachers perceive and interpret the data from national tests?-' Second, 'How do teachers view their actions related to the data from national tests?' We base our research on data from semi-structured 5th-grade-teacher interviews. The transcribed text is subject to qualitative content analysis. We find that teachers are in a state of data illiteracy towards complex Item Response Theory tests. Inspired by Bernstein's concept of the pedagogic device, we see that the test data rules both teacher work in the classroom as well as knowledge provided to the pupils. The national tests seem to undermine teachers' autonomy, restrict teachers' practice and reinforce the impact of unfair structures on pupils' learning.

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confidence: 99%

National testing data in Norwegian classrooms: a tool to improve pupil performance?

Werler

Færevaag

2017

Nordic Journal of Studies in Educational Policy

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“…In the wake of these studies, a debate on the need for an assessment and quality evaluation system emerged. In a similar vein, the OECD (2002) review on Lifelong Learning in Norway suggested changing the national reform strategy from being supply-driven to becoming demand-driven with the primary emphasis on outcomes (see Prøitz, 2015). The strategy of improving the quality of education by incorporating a feedback system that is based on student assessments was taken up, first in the Green Paper In the First Row.…”

Section: Case and Contextmentioning

confidence: 99%

Policy learning in Norwegian school reform: a social network analysis of the 2020 incremental reform

Baek

Hörmann

Karseth

et al. 2017

Nordic Journal of Studies in Educational Policy

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This policy study examines how policymakers and policy experts in Norway made us of research and studiesproduced in Norway, in the Nordic countries and outside the Nordic regionto explain the 2020 incremental school reform. In total, 2 White Papers, 12 Green Papers and 3438 texts, cited in the White and Green Papers, were used as data for the text-based social network analysis. The three major findings were the following: First, the policymakers and experts make excessive use of references (on average, 246 references per White or Green Paper). The publications they cite are highly specialized and issue centred with little overlap between the various papers. Second, the policy references for the 2020 reform were mainly domestic. Approximately 70% of the referenced texts were published in Norway. Finally, the social network analysis enabled the authors to identify five texts that were influential and that bridged curriculum with quality monitoring reform topics. The authors suggest that more attention should be paid to an analysis of incremental reforms such as the 2020 reform in Norway. They identify a few of the blind spots that the more commonly used focus on fundamental reforms tends to produce.

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“…Lingard, Sellar och Baroutsis (2015) belyser hur styrningen genom stora nationella nätverk, som till exempel OECDs' utformning av Programme for International Student Assessment (PISA), har gjort världen till en plats för mätning, vilket har lett till att testning och internationella jämförelser ofta tas förgivna och ses som nödvändigt. Även Prøitz (2015) visar hur EU och OECD har spelat 49 en central roll i att försöka skapa en gemensam europeisk arena för utbildning och policy kring mätning. Carlbaum, Hult, Lindgren, Novac, Rönnberg och Segerholm (2014) talar om en internationell och nationell granskningsexplosion där dokumentationsuppdraget marknadsanpassas, vilket tenderar att ge dokumentationen en performativ funktion.…”

Section: Dokumentation För Flerdimensionell Styrningunclassified

“…Framförallt framträder kraven på individualisering och på kvalificering medan socialiseringen inte blir lika synligt. Detta kan relateras till den marknadsorienterade globala kunskapsekonomin som har lett till ökade krav på utvärdering (Lingard et al, 2015;Prøitz, 2015). När svensk utbildning behöver kunna stå sig i en jämförelse mellan olika länder, kan vi även i relation till de allra yngsta barnens lärande se en utbredd nationell och internationell mätkultur (Biesta, 2017;Kampmann, 2014).…”

Section: Dokumentation För Individualisering Och Kvalificeringunclassified

“…Språk, matematik, naturvetenskap och teknik premieras av politiker och ger status i internationella mätningar. Policy färdas internationellt och har bidragit till en global utbildningsarena och samtidigt gjort världen till en plats för mätning (Lingard et al, 2015;Prøitz, 2015). Spåren blir synliga i hur förvaltningen styr utbildningen i riktning mot det som framstår som viktigt internationellt.…”

Section: Vad Utvärderas -Kvalitet Eller Graden Av Systematik?unclassified

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Med uppdrag att dokumentera de yngsta barnens lärande : en verksamhetsteoretisk analys av förskolors dokumentation

Lindgren¹

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Uploading, downloading and uploading again – concepts for policy integration in education research

Cited by 20 publications

References 23 publications

National testing data in Norwegian classrooms: a tool to improve pupil performance?

National testing data in Norwegian classrooms: a tool to improve pupil performance?

Policy learning in Norwegian school reform: a social network analysis of the 2020 incremental reform

Med uppdrag att dokumentera de yngsta barnens lärande : en verksamhetsteoretisk analys av förskolors dokumentation

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