Guri A. Nortvedt
Policy impact of PISA on mathematics education: the case of Norway
University of Oslo
article addresses policy implications participation international largescale assessments ilsas particularly programme international student assessment pisa ways implications might influence mathematics education taking norway special case discussion focuses insights teaching learning assessment practices inferred pisa study participation ilsas contributed educational policy even changed policymakers perspectives schools teachers students following publication pisa 2000 results norway experienced pisa shock leading implementation national quality assessment system national tests addition changes made mathematics curriculum compulsory school mathematics teacher education recently public debate focused less rank league tables shifting instead high number lowachieving students low number high achievers moreover little uptake policy advice provided organisation economic cooperation development oecd focuses strengthening accountability measures furthermore although norwegian educational system past decade undergone decentralisation process educational system still follows nordic model focuses equity education analyses norwegian case indicate policymaking takes place highly cultural contexts international studies might used merely validate existing policy directions