Can our research change the assessment practice in school – and how (not)?

Research output: Contribution to conference › Conference abstract for conference › Research

Standard

Can our research change the assessment practice in school – and how (not)? / Dolin, Jens.

2022. 42-43 Abstract from NERA Conference 2022, Reykjavik, Iceland.

Research output: Contribution to conference › Conference abstract for conference › Research

Harvard

Dolin, J 2022, 'Can our research change the assessment practice in school – and how (not)?', NERA Conference 2022, Reykjavik, Iceland, 01/06/2022 - 03/06/2022 pp. 42-43. <https://menntavisindastofnun.hi.is/sites/menntavisindastofnun.hi.is/files/2022-06/Abstract_book_NERA_2022_1_0.pdf>

APA

Dolin, J. (2022). Can our research change the assessment practice in school – and how (not)?. 42-43. Abstract from NERA Conference 2022, Reykjavik, Iceland. https://menntavisindastofnun.hi.is/sites/menntavisindastofnun.hi.is/files/2022-06/Abstract_book_NERA_2022_1_0.pdf

Vancouver

Dolin J. Can our research change the assessment practice in school – and how (not)?. 2022. Abstract from NERA Conference 2022, Reykjavik, Iceland.

Author

Dolin, Jens. / Can our research change the assessment practice in school – and how (not)?. Abstract from NERA Conference 2022, Reykjavik, Iceland.2 p.

Bibtex

@conference{354e50abbf0c478681547f9d10c18e0f,
title = "Can our research change the assessment practice in school – and how (not)?",
abstract = "It is quite frustrating as a researcher in assessment to witness the policy decisions regarding evaluations and assessments in the Danish educational system. The national tests in Denmark will be used as an illustration. We have here seen politicians issue an order or pass a law regarding an assessment issue that disregards the research based recommendations. This leads to two interrelated questions: 1. How are these political decisions taken? I.e. what is the politicians{\textquoteright} knowledge base, who inform them with which information, how is the final decision negotiated? 2. How can we as researchers (in assessment and evaluation) influence the educational political decisions in a more research based direction? And equally important: What research agenda within assessment is most important to pursue? ",
author = "Jens Dolin",
note = "s. 42-43 i Dal, M. (2022). EDUCATION AND INVOLVEMENT IN PRECARIOUS TIMES. ABSTRACT BOOK. NERA CONFERENCE 2022.; null ; Conference date: 01-06-2022 Through 03-06-2022",
year = "2022",
language = "Dansk",
pages = "42--43",
url = "https://nera.hi.is/about/",

}

RIS

TY - ABST

T1 - Can our research change the assessment practice in school – and how (not)?

AU - Dolin, Jens

N1 - s. 42-43 i Dal, M. (2022). EDUCATION AND INVOLVEMENT IN PRECARIOUS TIMES. ABSTRACT BOOK. NERA CONFERENCE 2022.

PY - 2022

Y1 - 2022

N2 - It is quite frustrating as a researcher in assessment to witness the policy decisions regarding evaluations and assessments in the Danish educational system. The national tests in Denmark will be used as an illustration. We have here seen politicians issue an order or pass a law regarding an assessment issue that disregards the research based recommendations. This leads to two interrelated questions: 1. How are these political decisions taken? I.e. what is the politicians’ knowledge base, who inform them with which information, how is the final decision negotiated? 2. How can we as researchers (in assessment and evaluation) influence the educational political decisions in a more research based direction? And equally important: What research agenda within assessment is most important to pursue?

AB - It is quite frustrating as a researcher in assessment to witness the policy decisions regarding evaluations and assessments in the Danish educational system. The national tests in Denmark will be used as an illustration. We have here seen politicians issue an order or pass a law regarding an assessment issue that disregards the research based recommendations. This leads to two interrelated questions: 1. How are these political decisions taken? I.e. what is the politicians’ knowledge base, who inform them with which information, how is the final decision negotiated? 2. How can we as researchers (in assessment and evaluation) influence the educational political decisions in a more research based direction? And equally important: What research agenda within assessment is most important to pursue?

M3 - Konferenceabstrakt til konference

SP - 42

EP - 43

Y2 - 1 June 2022 through 3 June 2022

ER -

ID: 310070148