When assessment defines the content—understanding goals in between teachers and policy

© 2020 The Authors. The Curriculum Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.Education policy development internationally reflect a widespread expansion of learning outcome orientation in policy, curricula and assessment. In this paper, teachers’ perceptions about their work are explored, as goals and assessment play a more prominent role driven by the introduction of a learning outcomes‐oriented system. This is investigated through interviews of Norwegian teachers and extensive policy analysis of Norwegian policy documents. The findings indicate that the teachers are finding ways to negotiate and adjust to the language in the policies investigated in this study. Furthermore, the findings show that the teachers have developed their professional language according to the policies. The teachers referred to their self‐made criteria and goal sheets as central tools in explicating what is to be learned. In many ways, the tools for assessment, thus determine the content of education as well as what is valued in the educational system.publishedVersio

Forskning og forsøk i landbruket : rester av DDT og PCB i omgivelsene i et norsk fruktdistrikt to år etter forbudet mot bruk av DDT

The aim of this study was to describe the extent of DDT contamination, two years after the DDT ban in a district with extensive fruit growing. Samples of different organisms, and soil inside and outside a pear orchard, was collected in 1972 at a fruit district in Sogn and analysed for DDT, DDE, DDD (together called Σ -DDT), o,p'-DDT and PCBs