Norwegian version

Evaluation and Assessment (EnA)

This research group focuses on themes related to evaluating subject didactics, teacher education, teaching methods and learning materials in/across subjects, assessment/testing subject learning, assessment impact/feedback, assessment methods and paradigms (e.g. assessment for learning vs high-stakes testing), etc.

Members
44
Projects
5
PhD Projects
3
International Collaboration
15

This group belongs to the Faculty of Education and International Studies (LUI) and aims to further understanding of issues of evaluation and assessment for diverse groups of participants, e.g. primary and secondary school students, teachers, principals, policy-makers, and for diverse needs (e.g. immigration, special learning needs, etc) with a view to examining those issues from a multidisciplinary perspective and variety of methodological and theoretical approaches and initiate research efforts related to initial and continuous training for small- and large-scale projects.

Head of Research Group

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  • Members

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    • More about the Research

      Evaluation and Assessment have always been important areas of policy and practice in education, inextricably linked with many aspects of teaching and learning, including educational policy, teaching, curriculum design, teacher development, subject knowledge acquisition, teacher/student competence/performance, to name just a few. In recent years, discussions and research in the field of Evaluation and Assessment have been motivated by the following premises: 

      • The growing role of assessment to support learning.
      • The significant increase of computer-based and multimedia-based learning and assessment environments.
      • The shift away from knowledge transfer towards learning strategies aimed at more generic skills, such as 21st century skills and global competence.
      • The need for high quality teacher education programmes that lead to enhancing teacher (and other stakeholder) assessment literacy. 

      The overall purpose of EnA is to promote the understanding of theoretical principles of evaluation and assessment, and the improvement and sharing of evaluation and assessment practices throughout members of the group and the institute it belongs to.  

      We define educational assessment and evaluation in its broadest sense by including academic, professional and vocational contexts and are equally concerned with both assessment processes and products. We aim to enhance understanding of issues of evaluation and assessment for diverse groups of participants, e.g. primary and secondary school students, teachers, principals, policy-makers, and for diverse needs (e.g. immigration, special learning needs, etc.) with a view to examining those issues from a multidisciplinary perspective and variety of methodological and theoretical approaches.  

      Evaluation and Assessment is an important focus area and the purpose of our group will be to visualize and further develop the work in this field at the Faculty of Education and International Studies (LUI). The group has its origins in the Department of Primary and Secondary Teacher Education (GFU) and is open to research and development at all stages of teacher education, level and in all subjects. There are possible partners, including potential participants from other research and development groups, as well as the three other institutes and the National Centre for Multicultural Education (NAFO) at LUI. 

      EnA is a new group, and the group's interests and research areas will be defined further by those who become participants. Possible topics for our research group could be the following (the list is not exhaustive):  

      • Critical approaches in educational evaluation and assessment.
      • Developments in theory and practice of formative assessment.  
      • Links between learning theories and assessment.
      • Validity issues with regard to assessment design and preparation.
      • Fairness and equality in educational assessment.
      • Teachers’ use of technology in assessment.
      • Teachers and/or students as stakeholders in the development of new assessment paradigms.
      • School-based assessment data and its use in monitoring and supporting learning.
      • Assessment for citizenship and global understandings.
      • Alternative assessment paradigms/methods.
      • Enhancement of levels of teacher assessment literacy (and other stakeholders).
      • Technological and psychometric innovations in assessment.
      • The nature and impact of external vs school-based (teacher) assessment.
      • The legal framework of educational assessment.
      • Stakeholders mandates affecting the assessment agenda of schools and teachers.
      • Public’s reactions towards national and teacher assessments.
      • The social responsibility of Examination Committees and Awarding Bodies.
      • Public trust in low- and high-stakes assessments and teacher assessment.
      • Social and political underpinnings of educational assessment and evaluation.
      • Tensions between assessment for learning and accountability.
      • Tensions between teacher assessment and external examinations.
      • The social responsibility of test developers and policy agents.
      • Cross-region comparisons of educational reform and associated assessment approaches.
      • Technological and psychometric innovations in assessment.
      • Validity issues in educational assessment generally and in e-assessment specifically.
    • Projects

    • PhD Projects

      • Anne-Grete Kaldahl defended her thesis: The educational challenge of oracy - a rhetorical approach: Exploring and articulating the oracy construct in Norwegian schools for the PhD in Educational Sciences for Teacher Education.
      • Lynell Chvala: English Language Teacher ideologies of English in Norway (tentative title). 
      • Theresé Marie Tishakov: Developing Competence of English Language Teachers of Multilingualism and Multilingual Pedagogy: The ENRICH ELF Course in Norway (tentative title).
    • Partners

    • PhD Courses

      PhD course on ‘Assessment and Learning’ (uio.no) - will be offered in Spring 2021.

    • Events

      20th Conference of the Association for Educational Assessment Europe (AEA-Europe)

      November 3 – 16 2019, Lisbon, Portugal. Conference website (2019.aea-europe.net).

      EUROCALL 2019

      August 28 - 31 2019, Louvain, Belgium. Conference website (sites.uclouvain.be).

      RELANG Seminar

      June 2019, OsloMet - Oslo Metropolitan University and the European Centre for Modern Languages (ECML). Host: Kirstin Reed.

      16th Annual Conference of the European Association of Language Testing and Assessment (EALTA) 

       May 30 - June 3, 2019, University College Dublin, Ireland. Conference website (ucd.ie).

      9th Meeting of the Classroom-based language Assessment SIG, 16th Annual Conference of the European Association of Language Testing and Assessment (EALTA)

      May 2019, University College Dublin, Ireland. Organiser: Dina Tsagari.

      Teacher Well-Being and Diversity (TWBD): Managing Language and Social Diversity in Classrooms

      June 2019, OsloMet

      Online Meeting of the Classroom-based language Assessment SIG, European Association of Language Testing and Assessment (EALTA)

      June 2020, CBLA SIG, EALTA. Organiser: Dina Tsagari.

      ENRICH Multiplier Event in Norway - ENRICH ME: Linguistic Diversity in English Language Teaching

      Webinar 26 October, 14.30-18.10, OsloMet (squarespace.com)

    • Christopher Brumfit Essay Prize

      The journal Language Teaching from Cambridge University Press announces the award of an essay prize which honours one of the founding editors of this journal.

      Read more about the Christopher Brumfit Essay Prize 2021 (cambridge.org).