Teoretisk bakgrunnsdokument for arbeid med vurdering for ... - Udir.no

Teoretisk bakgrunnsdokument for arbeid med vurdering for læring
Nasjonalt kompetansemiljø i vurdering 2012
Executive summary (English)
The Norwegian national competence group in assessment (NKV) argue in this report that
the global debate on assessment for learning has failed to develop to date a coherent
view as to what assessment for learning is both theoretically and in terms of practice in
schools. NKV propose a move towards a theoretical synthesis of different conceptual
contributions including the following: motivation, neo-behaviourialism/systems thought,
experience/ connoisseur, subject knowledge, socio-cultural theory and consideration of
teaching team dynamics. This theoretical synthesis avoids the pitfalls of letting one
theory achieve a hegemonic status, advocating instead a cross-theoretical approach
drawing on different theoretical traditions.
A concern for policy makers and assessment experts alike is the need and desire to
understand the theoretical and practical relationship between assessment for learning
and classroom management (klasseledelse). Points of overlap do exist, for example in a
shared concern for the relationship between the teacher and pupil and between peers.
But there are differences. We argue that assessment for learning requires a deep and
enduring focus upon the curriculum (learning objectives), a focus upon learning,
assessment tools, timing of feedback, assessment principles and the relationship
between assessment for, of and as learning. These particular concerns occupy a more
peripheral position in the field of classroom management.
The theoretical synthesis of assessment for learning proposed in this report roots its
understanding in the Norwegian educational context where attention must be duly paid is
to current Norwegian assessment practice, existing assessment regulations
(vurderingsforskrifter), the use of different assessment tools and the level of assessment
literacy amongst pupils, teachers and school leaders. The last mentioned, assessment
literacy, is a key meta-theoretical concept that holds both theoretical and practical policy
import for different stakeholders: what content and level of assessment literacy is
required amongst pupils, teachers and schools leaders? How should such a level of
assessment literacy be realized? The indicators proposed at the end of the report move
towards an operationalisation of assessment literacy, but it is a concept that requires
further consideration if long-term sustainable practice and theoretical understanding in
assessment is to be achieved.
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