Evidence and Assessment through International Education Comparisons: Repercussions and Resonance in Reform and Research (E4R)
This project explores the links between projects and activities which emerge in national reform policy as an implication of increased public interest in international comparisons. By counter-factual analysis, the project examines the repercussions and resonance of the new policy tools in national reform policy, such as standard-based reform, research mapping, synthesis, and school audits.
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 in comparison with students in other countries. These studies have served as a basis for developing indicators in evaluation policy at the national level in Norway. There has also been a growing interest in the adoption of new tools (standard-setting, research mapping, research synthesis, school audits) to develop future reforms.
This research project explores the range of programs and activities that are emerging, and examines the repercussions and resonance of the new policy tools in national reform for lower and secondary school. The project examines the links between research and policymaking, and investigates how the Norwegian engagement in this endeavor is aligned with 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.