RaPAL

Research and Practice in Adult Literacy – a friendly group

Balancing Trust and Accountability

♦ October 15, 2013 ♦ Leave a comment

Thought this summarised some interesting research outcomes from Norway on standardisation processes in a country known for strong underlying literacies performance in the populace Re-blogging “Balancing Trust and Accountability”

by Tracey Burns
Analyst and Project Leader, Innovation and Measuring Progress Division, Directorate for Education and Skills

Strengthening accountability is one of the key ways to improve the quality of an education system. Yet reform processes that emphasize strong evaluation and assessment regimes can be misunderstood as controlling or demonstrating a lack of trust: in teachers, in students, and in the system. What is the best way to maintain and build trust while improving accountability?
 

A recently released Governing Complex Education Systems (GCES) case study looks at this issue. Entitled Balancing Trust and Accountability? The Assessment for Learning Programme in Norway, the report explores the implementation strategies used to enhance formative assessment in Norwegian schools. The reform aimed at helping school leaders and teachers integrate formative assessment into their day-to- day teaching practice and schools.

In Norway there is a strong sense of trust in the system… (read more)

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