Nasjonale prøver – hemmende styringsverktøy eller lokale redskap for praksisutvikling?
DOI:
https://doi.org/10.5617/adno.6249Keywords:
standardiserte prøver, nasjonale prøver, skoleutvikling, praksis, praksisarkitekturerAbstract
Artikkelen bygger på empiri fra en studie som hadde til hensikt å undersøke hva som kjennetegner praksis(er) på skoler som over tid har oppnådd gode resul¬tater på nasjonale prøver. Studiens hensikt var å utvikle forskningsbasert kunnskap om forhold som er av betydning for å lykkes på de nasjonale prøvene og avdekke hvilken plass prøvene hadde i skolenes praksis. Data ble innhentet med bruk av kvalitative singel- og gruppeintervjuer med rektorer og lærere fra sju skoler. Det teoretiske perspektivet og funnene i studien bidrar til å kaste lys over hvordan nasjonale prøver, som inngår i skolenes praksisarkitekturer, bidrar til praksisutvikling.
Nøkkelord: standardiserte prøver, nasjonale prøver, skoleutvikling, praksis, praksisarkitekturer
National tests – inhibitory management tools or local tools for practice development?
Abstract
The article is based on empirical evidence from a study that intended to investi¬gate what characterizes practice(s) in schools that have achieved good results in national tests over time. The purpose of the study was to develop research-based knowledge about conditions that are important for the success in the national tests and to reveal the place that the tests had in the practice of the schools. Data was obtained using qualitative single and group interviews with principals and teachers from seven schools. The theoretical perspective and the findings in the study help to shed light on how national tests, which are part of the schools’ practice architectures, contribute to practice development.
Keywords: standardized tests, national tests, school development, practice, practice architectures
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