About this project
Started in 2019
The project examines teachers' work with support for assessment in mathematics in the younger school years during the planning, implementation and evaluation of the assessment. A particular interest is directed towards effects on quality and equity on individual, group and organizational levels, as well as students in need of support.
Early assessment is important as it helps teachers to identify student's knowledge and students in need of support. At the same time, it is a challenge for schools to carry out this assessment work in a way that leads to increased quality and equity. Teachers express educational dilemmas associated with assessment especially for students in need of support and students who need more. The project is being carried out in close collaboration with schools working on developing their assessment practice. Specific focus areas in the three phases planning, implementation and follow-up are quality and equity.