The main purpose of this study is to examine the relationship between evaluation and organizational forms in Norwegian and Finnish primary schools. With a field work in Norwegian schools, an in-depth analysis of this system is provided, with Finland chosen as a comparative example to contrast and compare with the Norwegian system.
The field work was conducted in three primary schools in Norway. About twenty-five teachers, principals and pupils were interviewed in semi-structured qualitative interviews to provide me with enough data to make an analysis. The main questions being examined revolved around the practice of evaluation in the two countries, its connection to the organizational environment of the school systems and the level of participation in the evaluation process among stakeholders both inside and outside schools.
The results show that there is a clear difference in how Norway and Finland conduct and assess evaluation, and that there are advantages and drawbacks to both methods. Norwegian schools are evaluated with the classical approach, and could do with a certain loosening up of their evaluation structure, while Finnish schools have moved towards a stakeholder approach to provide more institutional autonomy, but might need some external guidance to fully utilize their potential.