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Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2019,31(1):1-4
Educational Assessment, Evaluation and Accountability - 相似文献
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The introduction of the national evaluation system in the Norwegian education system can be described as a shift in the Norwegian
educational policy from the use of input oriented policy instruments towards a more output oriented policy. The new tool-kit
consists of different evaluation tools, such as standardised tests, diagonistic tests etc. which create new expectations to
schools and principals. On the one hand, this article focuses on the policy purposes of the evaluation tools as they are formulated
in policy documents. On the other hand, it investigates principals’ perceptions of the use of the evaluation tools to improve
student achievements. A text analytic approach focusing on language and discourse is used to analyse policy documents. The
analysis of the principals’ perceptions is based on a quantitative analysis of survey data and Structural Equation Modeling
is applied as an analytic technique. Based on the analysis, questions can be raised whether all the policy purposes can be
fulfilled or whether the tools might produce other effects than the objectives assigned to them. Problematic aspects related
to the tools’ modes of regulations and thereby the choice of tools are discussed, as well as inconsistencies between the policy
purposes and the use of tools in practice. 相似文献
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Guri Verne 《International Journal of Science Education》2013,35(3):361-366
In Norway today there are many schemes to recruit women to computer science disciplines. However, statistics indicate that the number of female students in computer technology disciplines is not substantially increasing. It may be that we have reached a limit for the percentage of women willing to enter computer disciplines as they exist today. What is needed to attract more women to enter technological fields is to enter in discussion on how these disciplines must be changed to open them up for women. This assumption is based on the different values women have from men and therefore the difficulty they have in feeling that they belong to this field. The keywords here are value conflicts and role conflicts. 相似文献
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Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2022,34(1):1-4
Educational Assessment, Evaluation and Accountability - 相似文献
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Sarah Guri 《Open Learning》2013,28(2):16-21
Distance teaching universities vary considerably in their characteristics, but share a common concern in the need to ensure the quality of their products. At Everyman's University in Israel, the scarcity of full‐time internal staff and the heavy reliance on outside contributors has prompted the development of quality control mechanisms rather different from, for example, those employed by the British Open University. This paper, by Sarah Guri, the Co‐ordinator of Education Studies at Everyman's University, discusses the merits and problems of their approach. 相似文献
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Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2021,33(4):587-589
Educational Assessment, Evaluation and Accountability - 相似文献