Ambitious and Ambiguous: Shifting Purposes of National Testing in the Legitimization of Assessment Policies in Norway and Sweden (2000-2017)

Autor/in	Tveit, Sverre
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01