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ABS075 - How can we develop Assessment Cultures in schools? Findings from a nationwide research project in Norway called Research on individual assessment in schools

3.6 Tensions, extensions, and new formulations in cultural-historical activity research
11:00 AM, Thursday 31 Aug 2017 (20 minutes)
This article reports on findings from a nationwide research project in Norway called Research on individual assessment in schools (Forskning på Individuell Vurdering i Skolen – FIVIS, 2011-2014). The project was initiated and financed by the Norwegian Directorate for Education and Training. The purpose of the project has been to provide a picture of how assessment practices in the Norwegian school develop in an interaction between centrally set policies and theories and local interpretations and understandings. Assessment practices are constructed in a complex interplay between governmental intentions and local understandings and interpretations in the schools. We have followed the phenomenon of assessment in schools from central intentions to local understandings and local practice. This article seeks to answer the question:

What impedes and what promotes the development of assessment cultures in schools?

Cultural history activity theory is used to understand and discuss the findings in the study. For this reason, the theory is explained as a tool for understanding what may impede and promote the development of assessment cultures before the article explores and discusses different aspects of the development of assessment cultures. Moreover, the article will examine how the development of assessment cultures is a collective concern for the school as an organisation, where particular emphasis is placed on the importance of subject content knowledge and assessment literacy among the teachers to establish a common understanding of assessment as a contribution to the teachers' professionalism as teachers in different subject areas.
Norwegian University og Science and Techonolgy
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