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This article focuses on Nordic education policy research, investigating the connections between international and national education policy developments and the consequences of these for curriculum and assessment. Drawing on a study of Organisation for Economic Cooperation and Development (OECD) recommendations for the development of education policy in Norway, supplemented by a document analysis of a comprehensive OECD review of evaluation and assessment frameworks for improving school outcomes this article considers the viewpoint of Nordic education research. The aim of the paper is to discuss the potential of adopting a broader viewpoint in education research that utilises theoretical and analytical concepts employed within European integration studies.
Tine S. Prøitz (Thu,) studied this question.