Test-Based Accountability in the Norwegian Context: Exploring Drivers, Expectations and Strategies

Autor/inn/en	Camphuijsen, Marjolein K.; Møller, Jorunn; Skedsmo, Guri
Titel	Test-Based Accountability in the Norwegian Context: Exploring Drivers, Expectations and Strategies
Quelle	In: Journal of Education Policy, 36 (2021) 5, S.624-642 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Camphuijsen, Marjolein K.) ORCID (Møller, Jorunn) ORCID (Skedsmo, Guri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2020.1739337
Schlagwörter	Accountability; Public Officials; Educational Policy; Standards; Educational Quality; Administrative Organization; National Competency Tests; Outcomes of Education; Standardized Tests; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Educational Change; Educational History; Policy Analysis; Equal Education; Benchmarking; Social Systems; Elementary Secondary Education; Global Approach; Academic Achievement; Norway; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Verantwortung; Politics of education; Bildungspolitik; Standard; Quality of education; Bildungsqualität; Lernleistung; Schulerfolg; Standadised tests; Standardisierter Test; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Bildungsreform; History of education; Bildungsgeschichte; Politikfeldanalyse; Social system; Soziales System; Globales Denken; Schulleistung; Norwegen
Abstract	This paper investigates how and why test-based accountability (TBA), a global model for education reform, began to dominate educational debates in Norway in the early 2000s, and how this policy has been operationalised and institutionalised over time. In examining the adoption and retention of TBA in Norway, we build on the cultural political economy framework, in combination with a political sociology-driven approach to policy instruments. The analysis draws on two data sources: four White Papers and 37 in-depth interviews with top-level politicians, policy-makers and stakeholders, conducted between September 2017 and February 2018. The findings indicate that 'scandalisation' of Norway's below-expected PISA results and promotion of standardised testing as a neutral device contributed to the relatively abrupt adoption of national testing in the early 2000s. The increasingly dominant policy discourse equalising education quality and learning outcomes led to the institutionalisation of TBA, developed to ensure equity and quality standards in a decentralised education system. Increased visibility, benchmarking and administrative control are identified as key mechanisms in putting pressure on local actors to re-orient their behaviour. The study provides original insights into the drivers, expectations and strategies underlying TBA in a social democratic institutional regime. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01