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European Educational Research Journal | 2018

New modes of policy legitimation in education : (Mis)using comparative data to effectuate assessment reform

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

The power of teacher-assigned grades in outcome-based education

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

Att legitimera nationella prov i Sverige och Norge - En fråga om profession och tradition

Christian Lundahl; Sverre Tveit


Archive | 2016

Betygssystem i internationell belysning

Christian Lundahl; Magnus Hultén; Sverre Tveit


Assessment in Education: Principles, Policy & Practice | 2018

Ambitious and ambiguous: shifting purposes of national testing in the legitimation of assessment policies in Norway and Sweden (2000–2017)

Sverre Tveit


Nordic Journal of Studies in Educational Policy | 2017

The power of grades : How teachers' internal assessments become legitimate external data on the quality of education

Christian Lundahl; Magnus Hultén; Sverre Tveit


American Educational Research Association (AERA), 2016 AERA Annual Meeting, Washington, D.C., USA, April 8-12, 2016 | 2016

American and European Meritocratic Traditions : Transatlantic Trends and Contesting Concepts for Measuring Merit

Christian Lundahl; Sverre Tveit


60th Annual Conference of the Comparative and International Education Society (CIES), Vancouver, Canada, March 6-10, 2016 | 2016

Transnational Trends and Contesting Concepts for Measuring Merit : A comparative study of the European and American Meritocratic Traditions

Christian Lundahl; Sverre Tveit


ECER 2015, "Education and Transition. Contributions from Educational Research", Budapest, Hungary, September 7-11, 2015 | 2015

Constructing supranational representations in Europe : new approaches to borrowing in educational assessment policy

Christian Lundahl; Sverre Tveit


Bulletin Monumental | 2015

Jakten på nationella provs legitimitet : framväxten av nationella bedömningsinstrument i svensk och norsk skola

Christian Lundahl; Sverre Tveit

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