Evidence in Education Research and Assessment -Repercussions and Resonance (ERA)
This project explores the range of activities that are emerging, and examines the repercussions and resonance of the new policy tools
About the project
Over the last years there has been a growing interest among Norwegian authorities in the use of research evidence in policymaking in education. Over several decades international studies (PISA, TIMSS, et cetera) have been used to assess Norwegian students’ competence related to other countries, and these studies have served as a basis for indicators on education and to form policy. There has been a growing interest in the adoption of new tools (research mapping, research synthesis, school audits) with both intended and unintended effects. This project explores the range of activities that are emerging, and examines the repercussions and resonance of the new policy tools. The project also examines the link between research and policymaking, and investigates how the Norwegian engagement in this endavour is aligned with a European engagement (for instance the EIPEE project funded by the EC).