Evidence and International Assessment: Repercussions and Resonance
This project explores the emerging shifts and modifications in education reform as an outcome of an increased policy interest in international comparisons. Our research examines the repercussions and resonance of policy tools and instrumentation within a national reform contexts, pointing to intended an unintended implications of international assessment, standard-based reform, research mapping, and school audits.
About the project
Over the last years there has been a growing interest among Norwegian school authorities to legitimize programs and decisions by evidence-informed policy. International studies (PISA, TIMSS, et cetera) provide such evidence by comparing students’ competence accross countries. These studies have served as a basis for developing quality indicators in national evaluation policy in Norway. There has also been a growing interest in the adoption of international policy tools, such as standard-based reform, research mapping, synthesis, and school audits.
This research project explores the justifications and modifications of programs and activities that are emerging, and examines the repercussions and resonance of the new perspectives and tools in research and reform work in lower and secondary education. The project examines the connectivity between research and policy-making, and investigates the Norwegian engagement in policy programs at the European level. The project has been funded by the Faculty of Education, 2009, 2010 and 2015 by Supplement Research Funding for Smaller Research Projects.