Miracle of Education

Niemi, Hannele; Toom, Auli; Kallioniemi, Arto

doi:10.1007/978-94-6091-811-7

Cited by 70 publications

(13 citation statements)

References 4 publications

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“…The most important change in education was in the way teachers were educated, which completely changed the status of teachers in Finland. Prior to this change, teaching was not considered as a prestigious occupation in Finland, and Finnish teachers had not always been regarded as highly trusted professionals (Niemi, Toom, & Kallioniemi, 2012;Ripley, 2012;Simola, 2005). State inspectors played a very active role within the education system as they made sure that schools were following the strict national curriculum because principals and teachers were not allowed to make decisions of their own (Ripley, 2012).…”

Section: Resultsmentioning

confidence: 99%

Understanding Teacher Evaluation in Finland: A Professional Development Framework

Tarhan¹,

Karaman²,

Kemppinen³

et al. 2019

AJTE

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This study explores the characteristics of the teacher evaluation model in Finland. Highlighting the unique qualities of the Finnish case, we also compare these teacher evaluation practices with the increasingly applied value-added model (VAM) for teacher evaluation across the globe. Our analysis revealed that the Finnish Model prioritises teacher empowerment and professional development by carrying out bottom-up evaluation practices. With a clear focus on teacher empowerment and professional development, this framework substantially differs from accountability measures such as VAM, which emphasize rigid data collection procedures and the use of standardized test scores to hold teachers accountable based on their students' academic performance. This study also revealed that professional development endeavours of teachers are highlighted as the key elements in Finnish teacher evaluation. Ongoing needs analyses for professional development also form the basis for assessing teachers in Finland.

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Section: Resultsmentioning

confidence: 99%

Understanding Teacher Evaluation in Finland: A Professional Development Framework

Tarhan¹,

Karaman²,

Kemppinen³

et al. 2019

AJTE

View full text Add to dashboard Cite

show abstract

“…Finnish students take their first external standardized assessment upon the successful completion of upper secondary level coursework (Niemi, Toom, & Kallioniemi, 2012;Sahlberg, 2011;Stewart, 2012). The University of Helsinki established this National Matriculation Examination in 1852 as an entrance exam (Sahlberg, 2011).…”

Section: Assessment In Finlandmentioning

confidence: 99%

“…Since 1998, the Ministry of Education has monitored Finnish students' academic performance from the second to the ninth grades through sample-based national tests (Niemi et al, 2012;Stewart, 2012). These assessments "are carried out using a sample-based methodology that includes about 10% of the age cohort (6th-and 9th-grade students, for example) [and] measure students' learning in reading, mathematics, science, and other subjects in 3or 4-year cycles" (Sahlberg, 2011, p. 67).…”

Section: Assessment In Finlandmentioning

confidence: 99%

“…These assessments "are carried out using a sample-based methodology that includes about 10% of the age cohort (6th-and 9th-grade students, for example) [and] measure students' learning in reading, mathematics, science, and other subjects in 3or 4-year cycles" (Sahlberg, 2011, p. 67). Participation in such assessments is mandatory (Niemi et al, 2012). Despite their widely acclaimed success, the Finns are not overly enthusiastic about their PISA results (Sahlberg, 2011).…”

Section: Assessment In Finlandmentioning

confidence: 99%

“…In other words, assessments are not administered solely to hold teachers accountable for student achievement. Assessments are also used in a formative sense to inform teachers of their students' progress (Niemi et al, 2012). This perspective on assessments promotes a relaxed learning environment that can, in turn, positively impact student performance (Sahlberg, 2011).…”

Section: Assessment In Finlandmentioning

confidence: 99%

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Not All Finns Think Alike: Varying Views of Assessment in Finland

Franco¹

2019

IES

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Finnish students have been among the world’s strongest performers on standardized assessments throughout the past decade. Consequently, educators and scholars are interested in how to explain such results. A common explanation, as seen on social media, is that Finnish educators do not regularly assess their students. This study explores educators’ views on assessment practices in Finnish education. First, the literature on assessment practices in Finland is reviewed. Then, using narrative inquiry as a research method, Finnish educators’ views on assessment practices are examined. The research participants were two professors, two novice teachers, and two pre-service teachers, all connected to the same prominent university-based primary teacher education program in Finland. The narratives of the six participants in connection with assessment in Finland’s education system highlight the variance in opinions about international standardized assessments as well as assessment practices at the classroom and school levels. Further, participants’ narratives reveal the influence students’ socioeconomic status may have on teachers’ assessment practices.

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Curriculum and Teacher Education Reforms in Finland That Support the Development of Competences for the Twenty-First Century

Lavonen

2020

Audacious Education Purposes

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This chapter analyzes how learning twenty-first century competences has been implemented in the Finnish educational context through the enactment of national and local level curricula and the design of a teacher education development program in a decentralized education system, in which teachers, schools, municipalities, and universities have high autonomy. The curricula and development program emphasize learning twenty-first century competences. Both were designed in collaboration with Finnish teachers and teacher educators, representatives from the Ministry of Education and Culture, the Association of Finnish Local and Regional Authorities, the Teacher's Union, the Student's Unions, and the Principal Association. The major actions taken to implement these changes included piloting, seminars and conferences, having different support and local level collaborations, and networking. According to recent evaluations, both endeavors-the development of national and local level curricula and a teacher education development programhave resulted in progress towards implementing twenty-first century competences in schools and for teacher education.

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Miracle of Education

Cited by 70 publications

References 4 publications

Understanding Teacher Evaluation in Finland: A Professional Development Framework

Understanding Teacher Evaluation in Finland: A Professional Development Framework

Not All Finns Think Alike: Varying Views of Assessment in Finland

Curriculum and Teacher Education Reforms in Finland That Support the Development of Competences for the Twenty-First Century

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