Sverre Tveit
University of Agder
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Featured researches published by Sverre Tveit.
European Educational Research Journal | 2018
Sverre Tveit; Christian Lundahl
Identifying three modes of policy legitimation in education, illustrated by shifts in Swedish educational assessment and grading policies over the past decades, the paper demonstrates significant trends with regard to national governments’ policymaking and borrowing. We observe a shift away from collaboracy – defined as policy legitimation located in partnerships and networks of stakeholders, researchers and other experts – towards more use of supranational agencies (called agency), such as the Organisation for Economic Co-operation and Development, the European Union and associated networks, as well as the use of individual consultants and private enterprises (called consultancy) to legitimate policy change. Given their political and high-stakes character for stakeholders, assessment and grading policies are suitable areas for investigating strategies and trends for policy legitimation in education. The European Union-affiliated Eurydice network synthesises policy descriptions for the European countries in an online database that is widely used by policymakers. Analysing Eurydice data for assessment and grading policies, the paper discusses functional equivalence of grading policies and validity problems related to the comparison of such policy information. Illuminating the roles of the Swedish Government and a consultant in reviewing and recommending grading policies, the paper discusses new ‘fast policy’ modes of policy legitimation in which comparative data is used to effectuate assessment reform.
Nordic Journal of Studies in Educational Policy | 2017
Christian Lundahl; Magnus Hultén; Sverre Tveit
ABSTRACT In arguing for alternatives to test-based accountability, researchers have suggested that teacher-assigned student grades could be used for high-stakes purposes. In this study, Sweden serves as an example of a school system in which teacher-assigned grades have a major role in performance management and accountability. We study how politicians view and legitimise the strengths of grading in an outcome-based accountability system. Based on two-part analysis, we show how grades, through complex processes of legitimation, have acquired and retained a central position in governing the overall quality of the educational system in Sweden. We argue that in the Swedish system, grades used in an administrative rather than a pedagogical way function as a quick language that effectively reduces the complexity of communication between various actors with regard to what students learn and accomplish in education. As such, grades are legitimate in terms of their communicative rationality. However, their use in communicating student learning has not been sufficient to meet the needs of government. We conclude that in order to turn grading into an instrument that can moderate some of the downsides of testing regimes, a broader view of what constitute outcomes in education needs to follow.
Bulletin Monumental | 2015
Christian Lundahl; Sverre Tveit
Archive | 2016
Christian Lundahl; Magnus Hultén; Sverre Tveit
Assessment in Education: Principles, Policy & Practice | 2018
Sverre Tveit
Nordic Journal of Studies in Educational Policy | 2017
Christian Lundahl; Magnus Hultén; Sverre Tveit
American Educational Research Association (AERA), 2016 AERA Annual Meeting, Washington, D.C., USA, April 8-12, 2016 | 2016
Christian Lundahl; Sverre Tveit
60th Annual Conference of the Comparative and International Education Society (CIES), Vancouver, Canada, March 6-10, 2016 | 2016
Christian Lundahl; Sverre Tveit
ECER 2015, "Education and Transition. Contributions from Educational Research", Budapest, Hungary, September 7-11, 2015 | 2015
Christian Lundahl; Sverre Tveit
Bulletin Monumental | 2015
Christian Lundahl; Sverre Tveit