The balance between regulation and trust in the education system - part 3

There is little research evidence that shows that publication of the results have any positive effect on student learning. The knowledge about the learning that emerges in the publication of school results on standardized tests is narrow, claim researchers as Andy Hargreaves and John Hattie.

The national political level in Ontario, however, can argue that the publication has had an impact. International studies show a significant progress from 2004 to 2011, and the state applies the published results in a dual purpose - to give parents the evidence based knowledge on student learning, and to insert supportive measures in schools where students over time perform below an expected level.

Much of the basis for change and reasons for measures in Ontario are transferable to Norwegian conditions.

The city of Oslo is the municipality that clearly and for the longest time, emphasize on testing and disclosure of results. Other municipalities and counties follow suit. The reasons for this development are strikingly similar to Ontario's reasoning: Parents have the right to have evidence-based knowledge about the school, and measures need to be implemented in schools with students that over time perform below the expected level.

The big question is whether this form of regulation - extensive testing and disclosure of results - actually develops learning environments and promotes student learning. Ontario's results would indicate that. Oslo's results in national tests and student survey also indicate that.

Andy Hargreaves and Dennis Shirley demonstrates in their book "The Fourth Way - The Inspiring Future for Educational Change" (2009) that education systems that emphasize extensive testing and disclosure of results helps to create an unwanted culture in schools, where an excessive amount of time is used in preparation for national standardized tests, mainly motivated by the desire to get positive results on the public ranking lists. In turn, these efforts insignificantly improves learning, claims Hargreaves and Shirley.

Although there has been created a reasonable suspicion of tricks culture, and that preparations to tests have taken time from sustainable learning, the Oslo school as a whole has achieved a leading position in our education system.

The escalated use of standardized tests and publication of results is not the explanation for this success, argues Ben Levin and Hargreaves / Shirley.

In contrary, Ben Levin, as Hargreaves and Shirley, places great emphasis on the interplay between the levels in the education system as the main key to learning success for all students. In Norway we call it to pull together.

Clear expectations, clear ambitions and clear support from teachers and leaders, who are dedicated to the art of teaching is a key factor for a good learning environment and for sustainable learning. Authorities and practice fields that have a common understanding of expectations, ambitions and follow-ups, and pull together, succeed. Hence a key factor in student learning is that education levels exert the interdependence in practice, built on a dialogue in ecosystems that ensure a sustainable balance between regulation and trust.

Sources:

Workshops and lectures at The Van Leer Jerusalem Conference in May 2012

Hargreaves, Andy and Shirley, Dennis "The Fourth Way - The Inspiring Future for Educational Change" (2009)

Hattie, John "Visible Learning for teachers-maximizing impact on learning" (2012)