Cristin-prosjekt-ID: 536560
Sist endret: 19. mars 2019 15:22

Cristin-prosjekt-ID: 536560
Sist endret: 19. mars 2019 15:22
Prosjekt

Tracing learning outcomes across policy and practice (LOaPP)

prosjektleder

Tine Sophie Prøitz
ved Institutt for pedagogikk ved Universitetet i Sørøst-Norge

prosjekteier / koordinerende forskningsansvarlig enhet

  • Universitetet i Sørøst-Norge

Finansiering

  • TotalbudsjettNOK 6.000.000
  • Norges forskningsråd
    Prosjektkode: 254978

Klassifisering

Vitenskapsdisipliner

Samfunnsvitenskap • Pedagogiske fag

Emneord

Internasjonalisering • Elevvurdering • Utdanningspolitikk • Læringsutbytte • Utdanning

Kategorier

Prosjektkategori

  • Bidragsprosjekt
  • Grunnforskning

Tidsramme

Aktivt
Start: 1. juni 2016 Slutt: 30. april 2020

Beskrivelse Beskrivelse

Tittel

Tracing learning outcomes across policy and practice (LOaPP)

Populærvitenskapelig sammendrag

The LoaPP-study investigates how the recently introduced learning outcomes oriented education policy and its new ways of governing are described in documents in Norwegian education policy at national level, by municipalities and in schools. In particular we are interested in how this policy and its ways of governing unfold in practices in schools. At school level the project focus on «learning outcomes policies» as potentially practiced in: 1) the types of classroom assessment that are in use 2) in individual and collective approaches to assessment and 3) in practices of grading. These are all areas that have been heavily reformed and more extensively regulated in new ways due to shifts in policy. Theoretically the study build on ideas on public policy instruments related to introduction of LO policies and governing. Further the project connects to practises in schools with theories on meaning making. As such the study is about how centrally defined practices of policy and governing and the practices of schools meet over available instruments, techniques and tools in varied meaning making processes. Through a multi-method design with four connected work packages of: a comprehensive document analysis focusing on national, regional as well as local school level, an ethnographic study of practices in 3 schools, observation studies of specifically selected assessment practices and WP4) research synthesis. The study will provide knowledge about the complex interrelations between new ways and tools for governing that follow from reforms and the practices of practitioners and actors in schools.

Vitenskapelig sammendrag

The study investigates how the recently introduced learning outcomes oriented education policy and new ways of governing are constructed in documents in Norwegian education policy at national central level, at regional level and in schools, and further how this policy and its ways of governing unfold in practices in schools. At school level the project focus on «learning outcomes policies» as potentially practiced in three focal points of assessment, 1) the types of classroom assessment that are in use 2) individual and collective approaches to assessment and 3) practices of grading. These are all areas that have been heavily reformed and more extensively regulated in new ways due to shifts in policy.Theoretically the study build on ideas on public policy instruments related to introduction of LO policies and governing. Further the project connects to practises in schools with theories on meaning making (Coburn 2006) and inscription (Roth & MicGinn 1998). As such the study is about how centrally defined practices of policy and governing and the practices of schools meet over available instruments, techniques and tools in varied meaning making processes.The study seeks to investigate learning outcome as an interactionally constituted phenomenon, by drawing on sociocultural perspective on learning and assessment (Greeno, Collins, & Resnick, 1996).

 

Through a multi-method design with four interconnected work packages of: WP1) a comprehensive document analysis focusing on national, regional as well as local school level, WP2) an ethnographic study of practices in 3 schools, WP3) observation studies of specifically selected assessment practices and WP4) research synthesis, the study addresses issues under Thematic Priority Area C, providing knowledge about the complex interrelations between new ways and tools for governing that follow from reforms and the practices of practitioners and actors in schools. Priority Area A on outcomes and assessment are also addressed.

prosjektdeltakere

prosjektleder

Tine Sophie Prøitz

  • Tilknyttet:
    Prosjektleder
    ved Institutt for pedagogikk ved Universitetet i Sørøst-Norge

Cathrine Gjølstad

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for pedagogikk ved Universitetet i Sørøst-Norge

Marte Syverud Semb

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for pedagogikk ved Universitetet i Sørøst-Norge

Pernille Jahnsen Berg

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for pedagogikk ved Universitetet i Sørøst-Norge

Christine Rendahl Stenersen

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for pedagogikk ved Universitetet i Sørøst-Norge
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Resultater Resultater

School owners constitution of the learning-outcomes oriented policy in Norway.

Berg, Pernille Jahnsen. 2019, NERA 2019. USNVitenskapelig foredrag

Exploring discourses on learning culture in Norwegian educational policy: A discourse-inspired approach to document analysis.

Stenersen, Christine Rendahl; Prøitz, Tine Sophie. 2019, NERA. USNVitenskapelig foredrag

School leader - municipality relationships in school development work.

Prøitz, Tine Sophie; Dieudè, Alessandra; Stenersen, Christine Rendahl. 2019, ICSEI. USNVitenskapelig foredrag

How are learning outcomes enacted and negotiated in process-oriented assessment?

Hontvedt, Magnus; Silseth, Kenneth; Prøitz, Tine Sophie. 2018, Earli Sig 10&21. USN, UIOVitenskapelig foredrag
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