Helga Engs hus (map)
Sem Sælands vei 7
LEA hosts PhD-student projects that generate knowledge about and from large-scale assessments and disseminate this knowledge to relevant audiences. LEA provides daily supervision and strategic meetings to support PhD students in all possible ways.
Motivation of the study
Å lese og navigere på nettet handler om leseres atferdsmønster når de leser nett-tekster, og forener innsikt fra tekstvitenskap og leseforskning. Det sentrale begrepet navigasjon i nett-tekster innebærer å manøvrere mellom virtuelle steder for å nå et lesemål. Navigasjon kan altså ikke isoleres til teknikker for å bruke dataverktøy, men må forstås som en integrert del av å lese. Forståelsesprosesser innebærer både besvisste strategier og ubevisste prosedyrer, og avhandlingen utforsker hvordan disse henger sammen med leseferdighet.
This dissertation is concerned with assessment of primary and secondary students’ information, communication and technology (ICT) literacy. The overarching aim of the dissertation is to investigate the positions and perspectives of different actors (teachers and students) and practices (assessment instruments) to portray how educational systems can monitor and support the development of students’ ICT literacy. The background for the research focus is the importance of ICT literacy for preparing students for the digital era. Thus, the responsibility of teachers as facilitators of students’ learning of ICT literacy and the critical role of assessments to monitor and seek to realize this objective is emphasized. Three individual papers contribute to the overarching aim by addressing distinct research questions and applying different methods.
The main aim of my research project is to explore whether paper-based and on-screen reading assessments measure the same underlying reading construct. Currently we can observe a trend where paper-based reading assessments are carbon-copied and replaced with digitally delivered, on-screen assessments: in 2015 the PISA reading assessment was conducted on-screen for the first time, and from 2016 it is planned that the Norwegian national tests in reading will be as well. I want to draw attention to the fact that the way students read texts and solve items, may be different, depending on the test delivery mode, which in turn could affect students test results. To examine the questions I raise in my project, I want to analyze PISA and national test data to identify tasks where the test delivery mode influences students’ comprehension. In addition a questionnaire will be developed to investigate how students view reading on paper and on-screen. Finally, I want to develop a parallel test utilizing assessment items for which a difference between the two test delivery modes has been observed and use eye tracking methodology to investigate how students read texts on paper and screen.
My research project focuses primarily on examining students' scientific arguments in PISA 2015. A design of enquiry is explicitly included on the new PISA framework using interactive simulations that enable students to generate relevant evidence in order to support their arguments. This new format provides an opportunity to analyze the quality of students' arguments and the challenges they faced in constructing their arguments in a large-scale study. The analysis on the characteristics of students' arguments can cast a better light on designing teaching strategies that address the challenges to promote scientific argumentation practices in the classrooms.
My PhD project is about identifying the mathematical competencies needed to solve mathematics test items and about which item features determine test performance. A theoretical framework with descriptions of six mathematical competencies, and four levels of demand for each competency, will be used to analyse items from PISA 2012 and a Norwegian 10th grade mathematics exam. The identified competency requirements of the items will be used to examine 1) the predictability of item difficulty, 2) the alignment between the Norwegian mathematics curriculum, the exam and the PISA test, and 3) the possibility of assessing students competency profiles.