School-based evaluation in Norway: why is it so difficult to convince teachers of its usefulness?
In: School-based evaluation: an international perspective., S. 73-88
In this chapter the author reflects upon the Norwegian experience with school-based evaluation and tries to answer the question: Why is it so difficult to persuade teachers to do school-based evaluation? Part of his answer will be found in the different perspectives on evaluation seen from governmental and municipal level on the one side and ordinary teachers on the other. In many schools the author has studied, a common pattern was observed: Too much pressure to do school-based evaluation creates suspicion of a hidden agenda from above leading to lacking involvement in what should be an important part of school development. (DIPF/Orig./Ba.).