ABS266 - Tracing learning outcomes across theory and practice

The current paper reports on an on-going research project that explores how learning outcomes oriented policy and governing in Norway can be recognised in school practice. By outlining the project’s multi-level analysis, we will discuss how this strategy can generate new knowledge about the practices of assessment in schools. For this endeavour, we draw on sociocultural learning theory (Greeno, Collins,  Resnick, 1996; Vygotsky, 1978), which provides a conceptual framework for addressing how meaning learning outcomes and assessment is constituted in social interaction by the use of institutional instruments, techniques and tools.

For examining how current learning outcomes oriented policies are formulated in policy and inscribed in practice, the project has conducted document-analysis of nationally as well as locally produced policy documents (Cohen et al. 2011, Bowen 2009), done an initial phase of interviews and participatory observation at three case schools — before undertaking more focused video-observations in selected classrooms. The video-data are subjected to interaction analysis (Jordan  Henderson, 1995), which is an analytical framework that is well suited for analysing in detail how the different actors co-produce knowledge.

The outcomes shed light on how on how learning outcomes and assessment is developed and performed as part of the classroom activities. The combined use of document studies, interviews and participatory observation represents a novel sociocultural approach to the multi-level analysis of learning outcomes and assessment.