På vei mot et sammenhengende nasjonalt kvalitetsvurderingssystem
DOI:
https://doi.org/10.5617/adno.6278Keywords:
Vurdering, nasjonale prøver, kartleggingsprøver, elevundersøkelsen, progresjon, monitorering, kvalitetsutviklingAbstract
Artikkelen presenterer de mest sentrale verktøyene for kvalitetsmonitorering som har blitt innført som en del av det «Nasjonale kvalitetsvurderingssystemet for grunnopplæringen» (de nasjonale prøvene, kartleggingsprøvene og elev-undersøkelsen), i all hovedsak ut fra et perspektiv om at dette er målinger som skal bidra med informasjon til skoler, skoleeiere og nasjonale beslutningstakere. Gjennom beskrivelsen legger vi et grunnlag for en drøfting av seks forhold som vi foreslår som spesielt viktige for å videreutvikle det nasjonale kvalitetsvurderingssystemet. Hovedkonklusjonen fra denne drøftingen er at norsk skole har utviklet mange målinger som hver for seg i stor grad har god kvalitet. Det legges imidlertid ikke til rette for en helhetlig analyseramme som gjør det mulig å se de ulike målingene i sammenheng med hverandre, og som i sterkere grad vektlegger et utviklingsperspektiv.
Nøkkelord: NKVS, læringsprogresjon, kartleggingsprøver, nasjonale prøver, elevundersøkelsen
Towards a coherent national quality monitoring system
Abstract
This article gives an overview of the core tools introduced for quality moni-toring in the Norwegian school system since 2003 (the national assessments, the mapping tests and the student survey). It emphasizes a perspective that these tools are measurements with the purpose of providing information to schools, school owners and national stakeholders. The initial description is used to raise and discuss six aspects suggested to be of vital importance for the future development of the national quality monitoring system. The main conclusion derived from this discussion is that Norwegian schools have access to several measures which by themselves to a large degree have high quality and are fit for purpose. However, the system does not provide an analytical frame in which the various measures relate to each other to support a more holistic perspective on development.
Keywords: Norwegian quality monitoring system, learning progression, mapping tests, national assessment, student survey
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