Literaturnachweis - Detailanzeige
Autor/in | Tveit, Sverre |
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Titel | Ambitious and Ambiguous: Shifting Purposes of National Testing in the Legitimization of Assessment Policies in Norway and Sweden (2000-2017) |
Quelle | In: Assessment in Education: Principles, Policy & Practice, 25 (2018) 3, S.327-350 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Tveit, Sverre) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0969-594X |
DOI | 10.1080/0969594X.2017.1421522 |
Schlagwörter | Educational Assessment; Interviews; Public Officials; National Competency Tests; Formative Evaluation; Educational Policy; Secondary School Students; Cross Cultural Studies; Teaching Methods; Learning Processes; Politics of Education; Policy Analysis; Role; Policy Formation; Foreign Countries; Sweden; Norway Education; assessment; Bewertungssystem; Interviewing; Interviewtechnik; Politics of education; Bildungspolitik; Sekundarschüler; Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Educational policy; Politikfeldanalyse; Rollen; Politische Betätigung; Ausland; Schweden; Norwegen |
Abstract | This article promulgates a conceptual framework for researching various roles of educational assessment emphasised in governments' assessment policies as a basis for comparing policy-making related to national testing in primary and lower secondary education in Norway and Sweden from 2000-2017. The study analyses policy documents and expert interviews with politicians from the Ministry of Education and Research as well as government officials from the associated executive agency in each country. The official policies gave shifting emphases towards the use of national tests to (a) certify, (b) govern and/or (c) support learning and instruction. Both countries struggled to integrate formative assessment into their national testing programmes. The study illuminates (over)ambitious political demands for integrating multiple purposes into single national testing programmes, and raises questions as to whether national states' Assessment for Learning efforts can be well served in national testing programmes primarily designed for conventional governing or certification purposes. (As Provided). |
Anmerkungen | Taylor & Francis. 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 |