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Balancing tensions in educational policy reforms: large-scale implementation of Assessment for Learning in Norway

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Cited by

2015Formative assessment – an optimistic but incomplete vision187 cited
2017Education policy implementation185 cited
2021A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)

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162 cited

2018School principals’ sense-making of their leadership role during reform implementation97 cited

2023Challenges and opportunities for classroom-based formative assessment and AI: a perspective article91 cited

2019Teachers’ beliefs about feedback practice as related to student self-regulation, self-efficacy, and language skills in teaching English as a foreign language82 cited

2016On the supranational spell of PISA in policy79 cited

2019Perceived Teacher Support and Intentions to Quit Upper Secondary School: Direct, and Indirect Associations via Emotional Engagement and Boredom73 cited

2009A standardised English Language Proficiency test as the graduation benchmark: student perspectives on its application in higher education34 cited

2019Accountability from a social justice perspective: Criticism and proposals27 cited

2024Assessing the assessment: exploring Norwegian primary education teachers’ perceptions of national accountability testing11 cited

2023Implementing school-based assessment reforms to enhance student learning: a systematic review8 cited

2018Eksamens mange roller i sertifisering, styring og støtte av læring og undervisning i norsk grunnopplæring8 cited