About
My research interests include language testing and assessment, teaching/learning, teacher training, materials design and evaluation, differentiated instruction, multilingual and distance education, and learning difficulties. I am the editor and author of several volumes, journal papers, and book chapters and the coordinator of the Classroom-based Language Assessment SIG – EALTA and Evaluation and Assessment FoU at OsloMet. I am currently coordinating and participating in research projects on second language assessment literacy (TALE at www.taleproject.eu), identifying linguistic parameters accounting for progress in proficiency in high-stakes tests and authentic language acquisition in multilingual contexts (ENRICH and PALM at www.enrichproject.eu and www.palm-edu.eu/en/) and others e.g. DINGLE/DAAD, TRIBES/COST, etc
Research groups
Research projects
Ongoing research projects
-
COST ACTION: CLIL Network for Languages in Education (CLILNetLE)
CLILNetLE aims to develop a shared conceptualisation and research agenda for the investigation of bi/multilingual disciplinary literacies in CLIL.
-
Let's Become Inspirers and Architects of a Sustainable School
The project targets challenges in the school environment and aims to foster inclusive teaching practices by developing "green skills".
-
Teacher education across Europe: Innovative Mobility Opportunities (ΤΕΙΜΟ)
The TEIMO project aims to develop an inclusive, state-of-the-art Blended Intensive Programme (BIP) to enhance teacher education across Europe.
-
Teacher Education for a Future in Flux - TEFF Academy
An international research project addressing the need for joint training and further education that help teachers cope with recent challenges in schools.
-
Teacher Research Literacy (TREL): Comparative Trajectories in the Nordic-Baltic Region
TREL aims to identify good practices in the Nordic-Baltic educational context.
Completed research projects
-
Beyond access: improving quality of early years reading instructions in Ethiopia
The objective of the project is to improve the quality of education for primary grades in Ethiopian schools.
-
Critical thinking in primary education
KriT is an interdisciplinary project aiming at developing educational models for critical thinking in primary education using children’s literature and news.
-
English as a Lingua Franca For Inclusive Multilingual Classrooms (ENRICH)
ENRICH aims at developing a high-quality Continuous Professional Development infrastructure.
-
Key Inclusive Development Strategies for Life-Long Learning (KIDS4ALLL)
KIDS4ALLL aims to pilot an innovative action that will experiment a learning method and learning environment in formal, non-formal and informal educational contexts to address the integration challenges of migrant children.
-
Reinventing Mainstream Classrooms (RE.MA.C.)
The project brings together native language students, migrant students and mainstream (language) teachers.
-
Supporting Content and Language Learning Across Diversity (SCALED)
The aim of the SCALED project is to develop a new online course: interactive and self-study mode that can be adapted to onsite use.
-
Transnational Collaboration on Bullying, Migration and Integration at School Level (TRIBES)
The project aims at advancing collaboration between stakeholders to evolve and improve scientific measures and guides, building capacity across these challenged areas, working holistically towards ensuring integration.
Publications and research
Scientific publications
Tsagari, Dina
; Bøhn, Henrik
(2025).
Preface to “Recent Developments in Language Testing and Assessment”.
5 p.
Languages.
Vol. 10.
https://doi.org/10.3390/languages10020022
Vogt, Karin;
Tsagari, Dina
(2024).
Insights from Emergency Remote Language Assessment for a post-pandemic world.
Studies in Language Assessment (SiLA).
Vol. 13.
https://doi.org/10.58379/JJZP4250
Johannessen, Øystein Lund; de Almeida, Silvia; Friant, Nathanaël; Győri, János Gordon; Sebestova, Jarmila Duhacek; Støen, Janne;
Tsagari, Dina
; Fandrem, Hildegunn
(2024).
Diverse responses to differing, complex realities : Inclusive Educational programmes for newly arrived migrant students.
Fandrem, Hildegunn; O’Higgins Norman, James (Ed.).
International Perspectives on Migration, Bullying, and School : Implications for School, Refugees and Migrants. p. 54-70.
Routledge.
https://doi.org/10.4324/9781003439202
Bøhn, Henrik;
Tsagari, Dina
(2024).
Collaborative assessment cultures and the development of LAL.
Baker, Beverly; Taylor, Lynda (Ed.).
Language Assessment Literacy and Competence Volume 1: Research and Reflections from the Field. p. 223-230.
Cambridge University Press.
https://www.cambridgeenglish.org/Images/717470-sil
Chilla, Solveig; Doetjes, Gerke (Gerard); Vogt, Karin; Ibrahim, Lina Abed;
Tsagari, Dina
(2024).
Digital-inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective.
42 p.
Center for Educational Policy Studies Journal – CEPS Journal.
https://doi.org/10.26529/cepsj.1690
Vogt, Karin; Bøhn, Henrik;
Tsagari, Dina
(2024).
Language assessment literacy.
15 p.
Language Teaching.
https://doi.org/10.1017/S0261444824000090
Karagkouni, Ifigeneia; Rousoulioti, Thomais;
Tsagari, Dina
(2023).
The Effectiveness of Dynamic Assessment on Improving Multilingual Students' Writing Skills in Distance Education.
Gokturk Saglam, Asli Lidice; Sevgi-Sole, Ece (Ed.).
Emerging Practices for Online Language Assessment, Exams, Evaluation, and Feedback. p. 82-98.
IGI Global.
https://doi.org/10.4018/978-1-6684-6227-0.ch005
Lamprianou, Iasonas;
Tsagari, Dina
; Kyriakou, Nansia
(2023).
Experienced but detached from reality: Theorizing and operationalizing the relationship between experience and rater effects.
13 p.
Assessing Writing: An International Journal.
Vol. 56.
https://doi.org/10.1016/j.asw.2023.100713
Tsagari, Dina
; Reed, Kirstin Joanna; Lopriore, Lucilla
(2023).
Teacher Beliefs and Practices of Language Assessment in the Context of English as a Lingua Franca (ELF): Insights from a CPD Course.
22 p.
Languages.
Vol. 8.
https://doi.org/10.3390/languages8010058
Maaoui, Asma;
Tsagari, Dina
; Dammak, Hanen
(2023).
The Relationship between Language Educators’ Perceptions and Assessment Practices during the COVID-19 Crisis.
17 p.
Languages.
Vol. 8.
https://doi.org/10.3390/languages8010054
