Sverre Tveit

• Tveit, Sverre & Olsen, Rolf Vegar (2018). The multiple roles of national exams in the certification, governing and support of learning and instruction in Norwegian secondary education. Acta Didactica Norge. ISSN 1504-9922. 12(4). doi: 10.5617/adno.6381. Full text in Research Archive Show summary

  What are the roles of the national exams in the Norwegian school system? The regulations of the Education Act simply state that exam marks should reflect the student’s competency upon completing the education. This article demonstrates that policy documents and policy-makers express a range of expectations in the use of exam results. By integrating theoretical and empirical encounters, the article identifies three roles of educational assessment: to certify, govern and support learning and instruction. This conceptual framework is used to analyse the formally defined purposes of the exams and intended and unintended functions of the examination system. The article is based on three types of historical data: (i) Ministry reports to the Parliament («white papers»), (ii) the annual report of the National Agency for Education and Training («The Education Mirror») and (iii) expert interviews undertaken in 2013 with a state secretary and a government official in the Ministry of Education and Research, and the general director and department director of the National Agency for Education and Training. Additionally, it analyses current regulations of the Education Act and the «The Examination Framework» of 2017. The article illuminates that clarification of the purposes of the exams is insufficient and maintains that this may lead politicians and other policymakers to undertake insufficient approaches to the administration and development of the examination system. Further, it can cause inappropriate use of examination data by the executive agency, school inspectors, municipalities, school leaders, teachers, parents and students. The article concludes that legislation, regulations and the Examination Framework should be reviewed and changed to explicitly state the roles the examination system is expected to fulfil. This way, one may achieve a better foundation for the development of exams and facilitate sound use of exam data both nationally and locally.

• Tveit, Sverre (2018). Ambitious and ambiguous: shifting purposes of national testing in the legitimation of assessment policies in Norway and Sweden (2000–2017) . Assessment in education: Principles, Policy & Practice. ISSN 0969-594X. 25(3), p. 327–350. doi: 10.1080/0969594X.2017.1421522.
• Tveit, Sverre & Lundahl, Christian (2018). New modes of policy legitimation in education: (Mis)using comparative data to effectuate assessment reform. European Educational Research Journal. ISSN 1474-9041. 17(5), p. 631–655. doi: 10.1177/1474904117728846.
• Lundahl, Christian; Hultén, Magnus & Tveit, Sverre (2017). The power of teacher-assigned grades in outcome-based education. Nordic Journal of Studies in Educational Policy. ISSN 2002-0317. 3(1), p. 56–66. doi: 10.1080/20020317.2017.1317229.
• Tveit, Sverre (2014). Educational assessment in Norway. Assessment in education: Principles, Policy & Practice. ISSN 0969-594X. 21(2), p. 221–237. doi: 10.1080/0969594X.2013.830079.
• Tveit, Sverre (2009). Educational assessment in Norway — a time of change. In Wyatt-Smith, Claire & Cumming, Joy (Ed.), Educational assessment in the 21st Century. Connecting Theory and Practice. Springer. ISSN 978-1-4020-9963-2. p. 227–243.
• Tveit, Sverre (2007). Elevvurdering i Kunnskapsløftet. In Hølleland, H (Eds.), På vei mot Kunnskapsløftet. Begrunnelser, løsninger og utfordringer. Cappelen Damm Akademisk. ISSN 978-82-02-27238-8. p. 281–302.
• Tveit, Sverre (2007). En mer læringsstøttende og rettferdig elevvurdering. In Tveit, Sverre (Eds.), Elevvurdering i skolen - Grunnlag for kulturendring. Universitetsforlaget. ISSN 978-82-15-01038-0. p. 219–244.
• Tveit, Sverre (2007). Analyse av retningslinjer og praksis for elevvurdering. In Tveit, Sverre (Eds.), Elevvurdering i skolen - Grunnlag for kulturendring. Universitetsforlaget. ISSN 978-82-15-01038-0. p. 198–218.
• Tveit, Sverre (2007). Formål og retningslinjer for elevvurdering i Kunnskapsløftet. In Tveit, Sverre (Eds.), Elevvurdering i skolen - Grunnlag for kulturendring. Universitetsforlaget. ISSN 978-82-15-01038-0. p. 185–197.

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• Tröhler, Daniel; Hörmann, Bernadette; Tveit, Sverre & Bostad, Inga (2023). The Nordic Education Model in Context. Historical Developments and Current Renegotiations. Routledge. ISBN 9781032110462. 376 p.

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• Vaala, Lene Birgit & Tveit, Sverre (2019). An explorative study of academic writing, training and feedback.
• Blikstad-Balas, Marte; Aashamar, Peter Nicolai & Tveit, Sverre (2019). Elleville konspirasjonsteorier Pinlig og mislykket retorisk tokt fra professorene Torgersen og Sæverot. Dagsavisen. ISSN 1503-2892.
• Olsen, Rolf Vegar; Tveit, Sverre & Björnsson, Julius Kristjan (2018). Nasjonale prøver og eksamener i norsk og svensk grunnopplæring. Acta Didactica Norge. ISSN 1504-9922. 12(4). doi: 10.5617/adno.6647.
• Tveit, Sverre (2008). Mot en standardbasert vurdering i norsk skole. Bedre Skole. ISSN 0802-183X. 5(2), p. 66–72.
• Tveit, Sverre (2008). The national reform for enhanced comparability of teacher judgments in Norwegian secondary education.
• Tveit, Sverre (2007). Forord. In Tveit, Sverre (Eds.), Elevvurdering i skolen - Grunnlag for kulturendring. Universitetsforlaget. ISSN 978-82-15-01038-0. p. 11–13.

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