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New Modes of Policy Legitimation in Education: (Mis)using Comparative Data Effectuating Assessment Reform
Örebro University, School of Humanities, Education and Social Sciences, Örebro University, Sweden.ORCID iD: 0000-0001-8173-7474
University of Agder, Kristiansand, Norway.
(English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041Article in journal (Refereed) Submitted
Abstract [en]

Identifying three modes of policy legitimation in education, illustrated by shifts in Swedish educational assessment and grading policies over the past decades, the article demonstrates significant trends with regards to national governments’ policymaking and borrowing. We observe a shift away from collaboracy—defined as policy legitimation located in partnership and networks of stakeholders, researchers and other experts—towards more use of supranational agencies (called agency), such as the OECD, the European Union and associated networks, as well as the use of individual consultants and private enterprises (called consultancy) to legitimate policy change. Analysing assessment and grading policies reported in Eurydice, the paper discusses functional equivalence of grading policies and validity problems related to the construction and use of policy comparisons. Illuminating the Swedish government and a consultant’s role in reviewing and recommending grading policies, the paper discusses new ‘fast policy’ modes of policy legitimation utilising comparative data to effectuate assessment reform.

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URN: urn:nbn:se:oru:diva-53737OAI: oai:DiVA.org:oru-53737DiVA: diva2:1051830
Available from: 2016-12-04 Created: 2016-12-04 Last updated: 2016-12-05Bibliographically approved

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Lundahl, Christian
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School of Humanities, Education and Social Sciences, Örebro University, Sweden
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