Assessment for learning in Norway and Portugal: the case of primary school mathematics teaching

Nortvedt, Guri A.; Santos, Leonor; Pinto, Jorge

doi:10.1080/0969594x.2015.1108900

Cited by 22 publications

(18 citation statements)

References 20 publications

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“…There have been policy changes within the Portuguese assessment guidelines in the past few decades, some reinforcing an assessment mode that we could call AoL, and sometimes supporting AfL. In the case of mathematics, Nortvedt et al (2016) observe that, in actuality, assessment guidelines in Portugal are in line with those indicated in international terms (Mullis and Martin, 2015). That is, the regulations emphasize AfL, with a regulatory function over the teaching and learning process, and focus on assessing what is relevant in mathematics-not only what is easy to assess, but also the diversity of forms of assessment (Santos, 2004).…”

Section: Purposes Of the Studymentioning

confidence: 99%

“…Nevertheless, three years ago there was a proliferation of national exams throughout schooling and frequent summative assessments to motivate students and inform parents, teachers, and schools. Nortvedt et al (2016) found that, in the Portuguese context, there is a big gap between the curricular guidelines in mathematics and teachers' practices. Brown (2011) states that teachers develop or adopt conceptions of assessment aligned with their own policy or legal frameworks.…”

Section: Purposes Of the Studymentioning

confidence: 99%

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Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students

Monteiro¹,

Mata²,

Santos³

2021

Front. Educ.

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Students’ and teachers’ conceptions of assessment are important because they guide how teachers’ assessments are implemented in the classroom and determine how students study. This multiple-case design study examined 1) how teachers and students view assessment, 2) how teachers assess their students’ learning, and 3) the similarities and disparities that occur when students’ and teachers’ conceptions and teachers’ practices of assessment are compared. Data were obtained from five third grade classes, involving a total of five teachers and 82 students. Data were gathered through individual interviews with teachers and focus group discussions with students. Classroom observations and documents produced by the students (worksheets and tests) during maths lessons were also analyzed. The results of the content analysis of the data indicate that teachers mostly conceive assessment as being for improvement, while their assessment practices and students’ conceptions focus on school and student accountability. The results obtained lead us to suggest that students’ conceptions of assessment are constructed from their classroom assessment experiences. The study also suggests that teachers adopt conceptions of assessment inconsistent with their practices, that allow them to work within social and contextual constraints.

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Section: Purposes Of the Studymentioning

confidence: 99%

Section: Purposes Of the Studymentioning

confidence: 99%

Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students

Monteiro¹,

Mata²,

Santos³

2021

Front. Educ.

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“…Further changes in Norway's education system may reflect a stronger focus on formative assessment, which many see as a response to OECD country reviews claiming that Norway lacked an assessment culture (Nortvedt, Santos & Pinto, 2016). Assessment for learning has been identified as a general guiding principle of the Education Act and is the focus of a large national professional development project initiated by the Directorate for Education and Training (Hopfenbeck et al, 2013).…”

Section: Use Of Pisa Results For Policy Making In Norwaymentioning

confidence: 99%

Policy impact of PISA on mathematics education: the case of Norway

Nortvedt

2018

Eur J Psychol Educ

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This article addresses the policy implications of participation in international large-scale assessments (ILSAs), particularly the Programme for International Student Assessment (PISA), and the ways in which such implications might influence mathematics education. Taking Norway as a special case, this discussion focuses on insights into teaching, learning and assessment practices that can be inferred from the PISA study, and how participation in ILSAs has contributed to educational policy and even changed policy makers' perspectives on schools, teachers and students. Following publication of the PISA 2000 results, Norway experienced a 'PISA shock', leading to the implementation of a national quality assessment system and national tests. In addition, changes were made to the mathematics curriculum for compulsory school and to mathematics teacher education. More recently, public debate has focused less on rank and league tables, shifting instead to the high number of low-achieving students and the low number of high achievers. Moreover, there has been little uptake of policy advice provided by the Organisation for Economic Cooperation and Development (OECD), which focuses on strengthening accountability measures. Furthermore, although the Norwegian educational system in the past decade has undergone a decentralisation process, the educational system still follows the Nordic model, which focuses on equity and 'education for all'. Analyses of the Norwegian case indicate that policy making takes place in highly cultural contexts, and that international studies might be used merely to validate existing policy directions.

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“…However, not in all countries the assessment practice of teachers is well established. For example, when reviewing policy documents and research reports from Norway and Portugal, Nortvedt, Santos, and Pinto (2016) found that in these countries the intended assessment is only scarcely implemented in primary mathematics education. Furthermore, in an online questionnaire study conducted in the USA to measure teachers' assessment proficiency (Heritage, Kim, Vendlinski, & Herman, 2009), it was uncovered that teachers have difficulties in using assessment information to decide their next teaching steps came to the fore.…”

Section: Literature Review Teachers' Assessment Practice and Beliefsmentioning

confidence: 99%

Chinese Primary School Mathematics Teachers’ Assessment Profiles: Findings from a Large-Scale Questionnaire Survey

Zhao

Heuvel–Panhuizen

Veldhuis

2017

Int J of Sci and Math Educ

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This study investigated Chinese primary school mathematics teachers' views on assessment in an effort to determine their assessment profiles. A large-scale questionnaire survey with 1101 teachers from 12 Chinese provinces and regions was carried out. The teachers reported to use assessment on a daily or weekly basis for different purposes. They recognized the importance of assessing different types of skills and knowledge and considered assessment useful for improving teaching and learning. To determine teachers' assessment profiles, we used several latent variable modeling techniques. With exploratory factor analyses, we identified eight factors in the teachers' responses: general instructional decision-making assessment purposes [1], specific instructional decision-making assessment purposes [2], assessment methods [3], diversity of assessment problem format [4], importance of assessing skills and knowledge [5], importance of assessing extra-curricular skills [6], Perceived usefulness [7], and acceptance of assessment [8]. When these factors were used to interpret the results of a latent class analysis, three distinct assessment profiles could be distinguished. One fifth of the teachers were in the Enthusiastic assessors profile. These teachers not only reported to use assessment frequently [3, 4] and purposefully [1, 2], but also highly endorsed its importance [5, 6] and usefulness [7, 8]. Around half of the teachers were in the Mainstream assessors profile; these teachers scored close to the mean on all factors. The remaining teachers held the relatively negative views on assessment and were

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Assessment for learning in Norway and Portugal: the case of primary school mathematics teaching

Cited by 22 publications

References 20 publications

Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students

Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students

Policy impact of PISA on mathematics education: the case of Norway

Chinese Primary School Mathematics Teachers’ Assessment Profiles: Findings from a Large-Scale Questionnaire Survey

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