Balancing tensions in educational policy reforms: large-scale implementation of Assessment for Learning in Norway

Therese Nerheim Hopfenbeck · María Teresa Flórez Petour · Astrid Tolo

104 citations0/0 files storedAssessment in Education Principles Policy and Practice

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Educational Assessment and Improvement Student Assessment and Feedback Global Educational Policies and Reforms

Abstract

This study investigates how different stakeholders in Norway experienced a government-initiated, large-scale policy implementation programme on Assessment for Learning (AfL). Data were collected through 58 interviews with stakeholders in charge of the policy; Ministers of Education and members of the Directorate of Education and Training in Norway, and the main actors such as municipality leaders, teachers, school leaders and students. Successful implementation of AfL processes was found in municipalities where there were dialogue and trust between the municipality level, school leaders, teachers and students and where the programme was adapted to the local context. Implementation was challenged when the policy was interpreted as a way of controlling the schools. Despite the successful implementation in some municipalities, the programme did not have any effect upon students’ learning outcome, as measured on national tests in reading and mathematics. The results are discussed in relation to how local assessment cultures with particular characteristics influence governing, accountability and trust.

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References

1991Case Study Research: Design and Methods 1998Assessment and Classroom Learning 2003Assessment for Learning- putting it into practice 2011Formative assessment: a critical review 2011How Schools Do Policy 2011How Schools Do Policy. Policy Enactments in Secondary Schools 2020A Critical Review of Research on Formative Assessments: The Limited Scientific Evidence of the Impact of Formative Assessments in Education 2008Testing Times

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