From Role Models to Nations in Need of Advice: Norway and Sweden under the OECD's Magnifying Glass

Autor/inn/en	Pettersson, Daniel; Prøitz, Tine Sophie; Forsberg, Eva
Titel	From Role Models to Nations in Need of Advice: Norway and Sweden under the OECD's Magnifying Glass
Quelle	In: Journal of Education Policy, 32 (2017) 6, S.721-744 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2017.1301557
Schlagwörter	Foreign Countries; Educational Policy; International Education; Educational Change; Equal Education; Evaluation Methods; Cross Cultural Studies; Student Evaluation; International Organizations; Lifelong Learning; Educational Improvement; Educational Quality; Comparative Education; Educational Assessment; Governance; Social Systems; Educational History; Teacher Evaluation; Teacher Effectiveness; Elementary Secondary Education; Institutional Evaluation; National Competency Tests; Norway; Sweden + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Internationale Erziehung; Bildungsreform; Cultural comparison; Kulturvergleich; Schulnote; Studentische Bewertung; International organisation; International organisations; International organization; Internationale Organisation; Life-long learning; Lebenslanges Lernen; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Vergleichende Erziehungswissenschaft; Education; assessment; Bewertungssystem; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Social system; Soziales System; History of education; Bildungsgeschichte; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Norwegen; Schweden
Abstract	By analysing five separate OECD reviews of evaluation and assessment practices with Norway and Sweden as cases, our study illustrates different ways in which a specific international educational reasoning is blended into more context-based national education policies and, as such, works in parallel with internal reforms and agendas. It is evident that an overarching narrative promotes the importance of coherent and integrated systems of evaluation and assessment in order to strengthen social and political endeavours for equity, quality and achievements. The parallel mix of OECD discourses and national discourses creates a combined narrative in which evaluations and assessments appear natural, self-evident and rational as well as highly adaptable to national settings. The study shows that national vertical and/or horizontal developments are intertwined with the OECD policy recommendations, which are quite general in character. In a continuing process of uploading and downloading, within different contexts, policies are elaborated and recontextualised. Evaluations and assessments are part of a contemporary rational paradigm for mapping and promoting performance in national educational systems--what we identify as a comparative curriculum code. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01