Transnational Trends and Contesting Concepts for Measuring Merit in the Nordic Countries
This project researches the emergence of curriculum, examination and testing policies of primary and secondary education in the Nordic countries.
About the project
It aims to explore changes in policymakers’ and the teacher professions’ perceptions of what knowledge should be taught and how it should be assessed. The study investigates (trans)national trends and contesting concepts for measuring merit to identify similarities and differences in how students’ attainment has been assessed in the Nordic countries throughout the modernisation of the education system (mainly from the late 1800s) to date. The study includes Norway, Sweden and Denmark, which share similar Scandinavian languages, and may also partly include Finland for elements of the study where data are accessible in English or Swedish.
This research is a postdoctoral project that is part of the Nordic Education Model (NordEd) project at the Department of Education, University of Oslo.