OECD Reviews of Evaluation and Assessment in Education: Norway 2011

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How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country’s school system? This book provides, for Norway, an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education along with current policy initiatives and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes

English Norwegian


School education in Norway

While Norway’s results in the OECD’s Programme for International Student Assessment (PISA) are at or above the OECD average depending on the subject, these outcomes are not considered satisfactory given Norway’s high levels of spending on education. There are also indications that the quality of education provided varies between municipalities with otherwise similar characteristics. The first publication of PISA results in 2000 was described by stakeholders in Norway as a “PISA shock”, which has helped focus attention on the monitoring of quality in education. Over the past ten years, there has been a strong focus on building up national tools and procedures to monitor quality at different levels of the system with a view to improve practices and raise performance. This national agenda is coupled with efforts to build up capacity at all levels and support networking among schools and school owners to strengthen collective learning. This approach reflects Norway’s well-established tradition of local autonomy, with individual schools being “owned” by municipalities and counties and accountable to them rather than more distant national bodies.


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