Assessment for Learning and Standards: A Norwegian Strategy and Its Challenges
Assessment for learning in low-stakes contexts raises a series of problematic issues related to standards development. This chapter discusses several such issues on the basis of two interrelated data sets on writing as a key competency across the curriculum in Norway: How may standards communicate with teachers across the curriculum? How may standards fare in local learning environments over time? And most importantly: How can a shared rhetorical community among teachers develop over time and produce reliable assessment across local contexts? This chapter uses data sets that are based on a less than usual approach. In both data sets standards were developed in close collaboration with experienced primary-grade teachers, across the country. ICC analyses (time series as well as comparative analysis across contexts) demonstrate that a considerable increase in reliability develops over time, but simultaneously imply a number of remaining challenges and that further refinements will be needed in order to reach satisfactory levels.
KeywordsAssessment for learning Standards development Primary school writing across the curriculum Sustainability
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