Silje Kristin Gloppen

Student - Faculty of Educational Sciences

Norwegian version of this page

Email s.k.gloppen@ils.uio.no

Mobile phone (+47) 99 69 07 69

Username

Visiting address Sem Sælands vei 7 Helga Engs hus 0371 Oslo

Postal address Postboks 1161 Blindern 0318 Oslo

Other affiliations Institutt for lærerutdanning

Download business card

PhD-project

Policies and Practices for Teacher Evaluation in Norway: Trust and Transparency in the Age of Accountability

The purpose of the doctoral project is to systematise and generate new knowledge of distinctive features of teacher evaluation (TE) as a governing tool in international research, to provide a basis for investigating the relatively unexplored context of Norwegian TE policies and practices. More specifically, the project examines and reports how TE as an international tool for governing education emerges into Norwegian education through policy tools, discourses and prescribed practices. The aim is to map and discuss the possibilities and constraints inherent in new tools for TE, and discuss what possible tensions might arise between policy levels and the fields of practice when tools for TE are enacted by teachers and school leaders in two lower secondary schools in a large Norwegian Municipality.

Supervisors: Prof. Guri Skedsmo (University of Oslo / Pädagogische Hochschule Schwyz), Associate Professor Judit Novak (University of Oslo) and prof. Sølvi Mausethagen (Oslo MET)

Academic interests

Silje's PhD project is within the areas of school development and management, education policy, internationalization and teacher assessment / teaching evaluation. Silje has been involved in the Erasmus + project Aiding Culturally Responsive Assessment in Schools (ACRAS).

Background

Silje is educated a general teacher from the University College of Hedemark, with a master's degree in general pedagogy from the former Pedagogical Research Institute (PFI, UiO) from 2011. The Master thesis concerned school dropout among Norwegian pupils in perspective of the individual's prerequisites for successful education in light of globalization, standardization, knowledge and the labor market.

After her master's degree, she worked for a year at the Nordic Institute for Studies of Innovation, Research and Education (NIFU).

Silje has worked for several years as a teacher and special educator in the Waldorf School and in public schools, as well as a team leader for an interdisciplinary social and special education team in one of the largest schools in Oslo, Norway (secondary and upper secondary levels).

Courses taught

Silje teaches and supervises the Master's Program in Education Management.

http://www.uio.no/studier/emner/uv/ils/UTLED4111

Gloppen, Silje Kristin (2023). Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-023-09409-2. Full text in Research Archive
Gloppen, Silje Kristin & Novak, Judit (2023). Making teachers by policy? The case of teacher evaluation in Norwegian education. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2023.2192747. Full text in Research Archive Show summary
The reported study investigates the emergence of teacher evaluation (TE) in Norwegian green papers between 1988 and 2019. We examine how knowledge dissemination and discourses in Norwegian official reports shape suggestions for TE and discuss implications for how teachers are “made by policy”. Guided by Bacchi’s (2009) approach to critical discourse analysis, “What’s the problem represented to be?” (WPR), we explore where problem representations and their underpinning assumptions are produced and disseminated, and how they invoke new arguments and discursive and subjectification effects. The study contributes new knowledge on the origins of TE as a policy tool for governing Norwegian education in general, and teachers more specifically. Across time and irrespective of government coalitions, we identify the OECD as a main contributor to new problem representations and display how proposals for TE policies based on performance-based accountability (PBA) promote new discourses on teacher professionalism. Implications for research, policy and practice are discussed.
Nayir, Funda; Brown, Martin D.; Burns, Denise; O'Hara, Joe; McNamara, Gerry & Nortvedt, Guri A. [Show all 9 contributors for this article] (2019). Assessment with and for Migration Background Students-Cases from Europe. Eurasian Journal of Educational Research (EJER). ISSN 1302-597X. p. 39–69. doi: 10.14689/ejer.2019.79.3. Show summary
Purpose: The purpose of this research as part of an Erasmus+ funded project tilted Aiding Culturally Responsive Assessment in Schools (www.acras.eu) is to provide an exploratory analysis of survey responses related to culturally responsive assessment policies, professional development and practices that were administered to school principals in four European countries (Austria, Ireland, Norway and Turkey). Research Methods: The research method used in this study was a quantitative comparative analysis. A purposeful sampling strategy was adopted based on geographical spread of the participants in Austria, Ireland and Turkey. The survey was also administered to all principals in four out of eighteen Norwegian counties. Descriptive analysis and nonparametric analysis were used. Findings: There is evidence to suggest that the foundations for culturally responsive assessment practices are beginning to take shape albeit varying degrees of difference in each country. However, the survey results also indicate the need for training and professional development, and this study also implies that not enough emphasis is being placed on culturally responsive assessment despite the rhetoric that espouses interculturalism. Implications for Research and Practice: The research points the need for upskilling in culturally responsive leadership as well as the development of an overarching culturally responsive assessment framework and toolkit that can be used by policy makers and schools to allay the various interpretations of what it means to satisfy the assessment needs of teachers and students with migrant backgrounds.

View all works in Cristin

Gloppen, Silje Kristin & Skedsmo, Guri (2020). Emerging policies and practices of teaching evaluation in the Norwegian School System. In C. Corsini, G.C. Pillera, C.H. Tienken, & M. Tomarchio (Eds.) Evaluating educational quality. (pp. 55-76). Franco Angeli. ISBN 9788835103738. Evaluating Educational Quality. 120 p.

View all works in Cristin

Gloppen, Silje Kristin & Skedsmo, Guri (2021). Lærervurdering i Norge: Nye praksiser og forståelser i framvekst? .
Gloppen, Silje Kristin & Skedsmo, Guri (2019). Enacting Teacher Evaluation Policies: A review of International Research Over the Last Two Decades.
Gloppen, Silje Kristin & Skedsmo, Guri (2017). Trends and Characteristics of Research on Teacher Assessment.
Gloppen, Silje Kristin & Skedsmo, Guri (2017). Emerging Practices of Teaching Evaluation in the Norwegian School System.
Gloppen, Silje Kristin & Skedsmo, Guri (2017). Trends and Characteristics of Research on Teacher Assessment.
Gloppen, Silje Kristin; Solbrekke, Tone Dyrdal; Ârlestig, Helene; Rud, Hanne & Strøm, Kristin Flood (2018). Ekstern evaluering av masterprogrammet i utdanningsledelse. Rapport fra eksternt panel. Periodisk programevaluering. Institutt for lærerutdanning og skoleforskning.
Markussen, Eifred & Gloppen, Silje Kristin (2012). Påbygg – et gode eller en nødløsning?: En studie av påbygging til generell studiekompetanse i Østfold, Akershus, Buskerud, Rogaland og Nord-Trøndelag skoleåret 2010-2011. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 978-82-7218-804-6.

View all works in Cristin

Published Aug. 15, 2016 12:44 PM - Last modified Jan. 4, 2022 11:12 AM

Projects

Aiding Cultural Responsive Assessment in Schools (ACRAS)