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dc.contributor.authorMølstad, Christina Elde
dc.contributor.authorPrøitz, Tine S.
dc.contributor.authorDieudè, Alessandra
dc.date.accessioned2021-03-03T11:41:08Z
dc.date.available2021-03-03T11:41:08Z
dc.date.created2020-08-25T13:11:26Z
dc.date.issued2020
dc.identifier.citationCurriculum Journal. 2020, .en_US
dc.identifier.issn0958-5176
dc.identifier.issnhttps://doi.org/10.1002/curj.74
dc.identifier.urihttps://hdl.handle.net/11250/2731386
dc.description© 2020 The Authors. The Curriculum Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.en_US
dc.description.abstractEducation policy development internationally reflect a widespread expansion of learning outcome orientation in policy, curricula and assessment. In this paper, teachers’ perceptions about their work are explored, as goals and assessment play a more prominent role driven by the introduction of a learning outcomes‐oriented system. This is investigated through interviews of Norwegian teachers and extensive policy analysis of Norwegian policy documents. The findings indicate that the teachers are finding ways to negotiate and adjust to the language in the policies investigated in this study. Furthermore, the findings show that the teachers have developed their professional language according to the policies. The teachers referred to their self‐made criteria and goal sheets as central tools in explicating what is to be learned. In many ways, the tools for assessment, thus determine the content of education as well as what is valued in the educational system.en_US
dc.language.isoengen_US
dc.relation.urihttps://bera-journals.onlinelibrary.wiley.com/doi/full/10.1002/curj.74
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectcurriculum theoryen_US
dc.subjecteducational researchen_US
dc.subjectinternational comparisonen_US
dc.subjectknowledgeen_US
dc.titleWhen assessment defines the content—understanding goals in between teachers and policyen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber25en_US
dc.source.journalCurriculum Journalen_US
dc.identifier.cristin1825038
dc.relation.projectNorges forskningsråd: 254978en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal