Educational Assessment in Norway

Autor/in	Tveit, Sverre
Titel	Educational Assessment in Norway
Quelle	In: Assessment in Education: Principles, Policy & Practice, 21 (2014) 2, S.221-237 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2013.830079
Schlagwörter	Foreign Countries; Educational Assessment; Elementary Secondary Education; Educational Change; Formative Evaluation; Summative Evaluation; National Competency Tests; Academic Achievement; Grades (Scholastic); Outcome Based Education; Resistance (Psychology); Evaluation Criteria; Test Use; Governance; Educational Policy; Norway; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; Bildungsreform; Schulleistung; Notenspiegel; Lernerfolgsmessung; Resistenz; Testanwendung; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Norwegen
Abstract	Norway has seen major changes in the field of educational assessment over the past decade, following the 2001 '"PISA shock" that stimulated reform of the entire primary and secondary education systems: new outcome-based curricula with cross-disciplinary basic skills were accompanied by major revision of assessment regulations, comprehensive government projects promoting formative assessment, national tests as a main component in a new national quality assessment system and new regulations for examinations and teacher reporting of overall achievement marks. The paper provides a historical context to the country's prohibition of formal marking in primary education and the recent tensions determining how assessment criteria should be stated and used for formative and summative purposes. It is argued that Norwegian primary and secondary education is riddled with unresolved tensions as to the role of assessment criteria and national tests, sparked by incremental implementation of assessment policies and principles accompanying the new outcomes-based curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10