Henrik Galligani Ræder

• Markussen, Simen; Ræder, Henrik Galligani; Røgeberg, Ole & Raaum, Oddbjørn (2024). Skoleferdigheter i endring: Utviklingen over tid målt ved nasjonale prøver. Acta Didactica Norden (ADNO). 18(1). doi: 10.5617/adno.10310. Full text in Research Archive
• Ræder, Henrik Galligani; Andersson, Björn & Olsen, Rolf Vegar (2022). Numeracy across grades–vertically scaling the Norwegian national numeracy tests. Assessment in Education: Principles, Policy & Practice. ISSN 0969-594X. p. 1–21. doi: 10.1080/0969594X.2022.2147483. Full text in Research Archive Show summary

  Enabling comparable scores across grades is of interest for policymakers to evaluate educational systems, for researchers to investigate substantive questions, and for teachers to infer student growth. This study implemented a vertical scaling design to numeracy tests given in grades 5 and 8 as part of the Norwegian national testing system. Our design bridges the gap between grades 5 and 8 with a linking test tailored for grades 6 and 7, without the need for new item development. The design combines the existing administration for all grade 5 and 8 students with additional tests for samples of grade 6 and 7 students. The findings indicate that vertically scaling existing tests is possible through a cost-effective design and that numeracy, as measured by the Norwegian national tests, is comparable across four grades. We discuss the implications of our study for creating vertical scales in the context of national assessment systems.

• Ræder, Henrik Galligani; Olsen, Rolf Vegar & Blömeke, Sigrid (2020). Large-Scale Assessments in the Norwegian Context. In Harju-Luukkainen, Heidi Katarina; McElvany, Nele & Stang, Justine (Ed.), Monitoring Student Achievement in the 21st Century. European Policy Perspectives and Assessment Strategies.. Springer Nature. ISSN 9783030389680. p. 195–206. doi: 10.1007/978-3-030-38969-7_16. Full text in Research Archive Show summary

  This chapter provides a brief overview of national and international large-scale assessment in Norway. Embedded in a range of assessment tools that consist of mapping tests in grades 1–4, national assessments in grades 5–9, national exams at the end of lower and upper secondary school and student surveys in grades 7–11, the international large-scale assessments (ILSAs) have a specific role. This role is described, as well as the assessment system as a whole. Norwegian results from the ILSAs are presented with a focus on long-term developments since the mid-1990s and equity as the most characteristic result regarding Norway seen from an international perspective. Finally, the benefits and limitations of the assessment system in its whole, and with its different tools, are discussed against a framework that distinguishes between educational monitoring, support for teaching and learning and certification as core functions of educational assessments. Conclusions are drawn regarding the possibilities to further develop the whole assessment system and its individual tools.

• Bergem, Ole Kristian; Nilsen, Trude; Mittal, Oleksandra & Ræder, Henrik Galligani (2020). Can teachers’ instruction increase low-SES students’ motivation to learn mathematics? In Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Ed.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. p. 251–272. doi: 10.1007/978-3-030-61648-9_10. Full text in Research Archive Show summary

  Students’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.

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• Markussen, Simen; Røgeberg, Ole; Raaum, Oddbjørn & Ræder, Henrik Galligani (2024). Svært mange elever har feilaktig fått vite at de er dårlige i engelsk. Full text in Research Archive
• Ræder, Henrik Galligani (2022). Å tilpasse eksamen for streikerammede elever trenger ikke å være så vanskelig. Utdanningsnytt.no. Full text in Research Archive
• Tjønn, Henrik & Ræder, Henrik Galligani (2020). Elevmedvirkning i vurderingsarbeid. Bedre Skole. ISSN 0802-183X. 1, p. 21–25. Full text in Research Archive
• Ræder, Henrik Galligani; Olsen, Rolf Vegar & Andersson, Björn (2020). Comparing measures of numeracy across grades. Full text in Research Archive
• Ræder, Henrik Galligani & Olsen, Rolf Vegar (2020). Utvikling av nasjonale prøver – rapport 2b: Endelig rapport av vertikalt lenkedesign for de nasjonale prøvene i regning 5.-8. trinn. Universitetet i Oslo. Full text in Research Archive
• Ræder, Henrik Galligani; Tokle, Olav Dalsegg & Olsen, Rolf Vegar (2019). Utvikling av nasjonale prøver – rapport 1 og 2a: Rapportering av potensielle underdimensjoner og implementering av vertikalt lenkedesign for de nasjonale prøvene i regning. Universitetet i Oslo. Full text in Research Archive

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