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Tine Sophie Prøitz
Tine Sophie Prøitz
University of South-Eastern Norway
Verified email at usn.no
Title
Cited by
Cited by
Year
Kunnskapsløftet som styringsreform-et løft eller et løfte? Forvaltningsnivåenes og institusjonenes rolle i implementeringen av reformen
P Aasen, J Møller, E Rye, E Ottesen, TS Prøitz, F Hertzberg
NIFU, 2012
187*2012
Learning outcomes. What are they? Who defines them? When and where are they defined?
T Proitz
Educational assessment, evaluation and accountability, 0
153*
Kunnskapsløftet–tung bør å bære? Underveisanalyse av styringsreformen i skjæringspunktet mellom politikk, administrasjon og profesjon
J Møller, TS Prøitz, P Aasen
NIFU STEP, 2009
1082009
Accreditation, standards and diversity: an analysis of EQUIS accreditation reports
TS Prøitz, B Stensaker*, L Harvey
Assessment & Evaluation in Higher Education 29 (6), 735-750, 2004
922004
Why use learning outcomes in higher education? Exploring the grounds for academic resistance and reclaiming the value of unexpected learning
A Havnes, TS Prøitz
Educational Assessment, Evaluation and Accountability 28 (3), 205-223, 2016
902016
Learning outcomes as a key concept in policy documents throughout policy changes
TS Prøitz
Scandinavian Journal of Educational Research 59 (3), 275-296, 2015
632015
From role models to nations in need of advice: Norway and Sweden under the OECD’s magnifying glass
D Pettersson, TS Prøitz, E Forsberg
Journal of education policy 32 (6), 721-744, 2017
502017
Knowledge regimes and contradictions in education reforms
P Aasen, TS Prøitz, N Sandberg
Educational Policy 28 (5), 718-738, 2014
492014
Rettferdig standpunktvurdering–det (u) muliges kunst
TS Prøitz, JS Borgen
NIFU STEP-rapport 16, 2010, 2010
492010
Læringsutbytte
Prøitz
472015
Kunnskapsløftet som styringsreform
J Møller, TS Prøitz, E Rye, P Aasen
Reformtakter. Om fornyelse og stabilitet i grunnopplæringen, 23-41, 2013
462013
Nasjonal læreplan som utdanningspolitisk dokument
P Aasen, T Prøitz, E Rye
Norsk pedagogisk tidsskrift 99 (6), 417-433, 2015
442015
Investigative modes in research on data use in education
TS Prøitz, S Mausethagen, G Skedsmo
Nordic Journal of Studies in Educational Policy 3 (1), 42-55, 2017
432017
Teachers’ use of knowledge sources in ‘result meetings’: Thin data and thick data use.
S Mausethagen, T Prøitz, G Skedsmo
Teachers and teaching 24 (1), 37-49, 2018
422018
Variations in grading practice–subjects matter
TS Prøitz
Education Inquiry 4 (3), 22629, 2013
392013
Pathways to quality in higher education: Case studies of educational practices in eight courses
M Nerland, TS Prøitz
Nordic Institute for Studies in Innovation, Research and Education NIFU, 2018
382018
The (non-) use of configurative reviews in education
M Levinsson, TS Prøitz
Education Inquiry 8 (3), 209-231, 2017
372017
Læringsutbytte i høyere utdanning: En drøfting av definisjoner, utviklingstrekk og måleproblemer
PO Aamodt, TS Prøitz, E Hovdhaugen, B Stensaker
NIFU STEP, 2007
372007
Elevresultater: mellom kontroll og utvikling
S Mausethagen, TS Prøitz, G Skedsmo
Fagbokforl., 2018
362018
Learning outcomes in professional contexts in higher education
TS Prøitz, A Havnes, M Briggs, I Scott
European Journal of Education 52 (1), 31-43, 2017
272017
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