THERESE N. HOPFENBECK, Department of Education, University of Oxford, United Kingdom and Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, Norway
INGER THRONDSEN, Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, Norway
SVEIN LIE, Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, Norway
ERLING LARS DALE, Department of Educational Research, Faculty of Educational Sciences, University of Oslo, Norway |
This article explores changes in teachers’ beliefs and practice concerning assessment after participating in a project for improving assessment practices in Norwegian schools. The project was initiated by the Norwegian Directorate for Education and Training in 2008, and included a total of 77 schools, more than 600 teachers and a sample of their students. The main idea was to develop formative assessment practices in the classroom in the form of distinct criteria for clarification of how to reach curriculum goals. Furthermore, the project intended to increase students’ motivation by using such formative assessment practices. The data presented in this article is from the research evaluation of the project. So far, the main challenge seems to be how to develop assessment criteria and how to use them in practice. |
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THERESE N. HOPFENBECK, INGER THRONDSEN, SVEIN LIE, ERLING LARS DALE (2012) Assessment with Distinctly Defined Criteria: a research study of a national project, Policy Futures in Education, 10(4), 421-433. http://dx.doi.org/10.2304/pfie.2012.10.4.421 |
