Abstract
Assessment practices promoting learning at the lower secondary level: Findings from TALIS 2018 and the LISA project This chapter presents some of the results from the Norwegian TALIS 2018 survey related to professional knowledge, competence, and practice. Findings from teachers’ reporting on their own teaching practices are highlighted, specifically the part of their teaching that deals with assessment practices. Results from the TALIS survey are then interpreted in light of the results from a research project that deals with the same topic with other data sources. The Linking Instruction and Student Achievement project (LISA) combines video data from teaching practices in language arts and mathematics at the lower secondary level with test results from national tests (reading and arithmetic) from the same classes from which the observation data were taken. LISA is the largest video study of its kind of classroom practices in the Nordic countries and is a suitable frame of interpretation for TALIS 2018 data, as all data materials are linked to the last period of the former national curriculum in Norway. Findings from TALIS 2018 show that there could have been far more teachers who checked that the feedback they provide on written assignments is understood by their students. Results from the LISA project confirms this finding and also show that quite a few teachers are responsible for a large part of the feedback that is regarded to be of high quality. The chapter indicates that there is great potential for working more collectively on this topic both in the teacher education stage and as part of a well-managed lifelong learning system for teachers.
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