The interest in "assessment for learning" (AfL) has resulted in a search for new modes of assessment that are better aligned to students' learning how to learn. However, with the introduction of new assessment tools, also questions arose with respect to the quality of its measurement. On the one hand, the appropriateness of traditional,…

A prerequisite for AfL to be successfully implemented in the classroom is the teachers' assessment practice. In many contexts, including the Norwegian, AfL has not been successfully dealt with during initial teacher education, and there is a need for qualified teachers to engage in professional development in AfL. This article first discusses…

As assessment methods are changing, the way to determine their quality needs to be changed accordingly. This article argues for the use Competence Assessment Programs (CAPs), combinations of traditional tests and new assessment methods which involve both formative and summative assessments. To assist schools in evaluating their CAPs, a…

This study examines how different stakeholders experience the quality of a nationally developed assessment framework for summative, competence-based assessment (CBA) in AVET, which aims to reflect theoretical characteristics of high quality CBAs. The quality of two summative CBAs, based on this national framework, is evaluated along an extensive,…

Reports on how schools selected projects to propose to a competitive grant-awarding program for school-based management projects. The meta-evaluation of the evaluations by 17 schools explores criteria school evaluations should meet. (SLD)

Differences in program goals, theory, populations served, methods, duration, staff, and evaluation measures make it difficult to compare the effectiveness of different infant intervention programs. Formative evaluation is suggested as a way of ensuring that programs are being carried out. Where effectiveness is in doubt, process evaluation can…