This article reports findings from a nationwide research project conducted in Norway to determine the impact of the national programme called Assessment for Learning (AfL, 2010-2014) on school practices and classroom practices when assessment is used as a tool for learning. Based on a conceptual mapping tool developed to analyse AfL communities,…

Formative assessment can serve as a catalyst for increased student effort and student learning. Yet, many engineering degree programmes are dominated by summative assessment and make limited use of formative assessment. The present case study serves as an example on how formative assessment can be used strategically to increase student effort and…

This article explores changes in teachers' beliefs and practice concerning assessment after participating in a project for improving assessment practices in Norwegian schools. The project was initiated by the Norwegian Directorate for Education and Training in 2008, and included a total of 77 schools, more than 600 teachers and a sample of their…

Many adults in OECD countries have low language, literacy and numeracy (LLN) skills. The consequences of these low foundation skills span the economic, health and social well-being of individuals, families and communities. Investment in this sector of adult education is therefore crucial. This study looks specifically inside the programmes for…

This study reports the effect of the Fruits and Vegetables Make the Marks intervention, a school-based fruit and vegetable intervention consisting of a home economics classroom component and parental involvement and encouraged participation in the Norwegian School Fruit Programme, all delivered during the school year of 2001-02. Nine randomly…