Eline Wiese

• Nortvedt, Guri A. & Wiese, Eline (2026). Facilitating student involvement in assessment in diverse classrooms: a comparative case study of five whole-school practices. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-026-09496-x. Full text in Research Archive Show summary

  Student participation in assessment is essential for realising inclusion in culturally and linguistically diverse classrooms. This paper explores how building whole-school assessment practices and a shared assessment culture enable such student involvement and participation. Drawing on case study data from interviews with school leaders, teachers and students from five schools, we create a narrative account of the schools’ practices to examine the policies, guidelines and practices that guide teachers’ classroom assessment practices. In addition, the study examines how teachers and school leaders facilitate and cater for student interaction and participation in assessment, and how the different actors in the schools perceive and describe these practices. The five schools succeed to different degrees in facilitating student involvement by 1) facilitating a whole-school approach and building an assessment culture with shared practices understood, and enacted, throughout the school, and 2) involving teachers in building shared guidelines for assessments and facilitating teacher cooperation.

• Wiese, Eline & Nortvedt, Guri A. (2024). Migrant students’ experiences with and perceptions of assessment in Norwegian lower secondary schools. International Journal of Inclusive Education. ISSN 1360-3116. doi: 10.1080/13603116.2024.2337056. Full text in Research Archive Show summary

  This study explored how 12 lower secondary school students with migrant backgrounds experienced and perceived assessment in Norwegian lower secondary schools. Interviews were conducted to understand their perceptions of assessments, of the feedback they received through these assessments, and of the ways in which their teachers adapted assessments and assessment situations to meet their individual needs. The students reported diverse experiences with the assessment criteria and formats and explained how their teachers’ adaptions made in the assessments and assessment situations helped them demonstrate their competence and made them feel included. The assessment aspects they perceived as challenging included demonstrating their knowledge using the language of instruction, understanding how to participate and using assessment to further learning. Our findings suggest that teachers must develop students’ assessment literacy by actively teaching them how to demonstrate their knowledge and understanding through classroom participation and by explaining how feedback can improve their learning. Such actions will also help make assessment practices more inclusive and equitable.

• Wiese, Eline; Hatlevik, Ida Katrine Riksaasen & Daza, Viviana (2024). How can universities ensure quality of practice in initial teacher education? Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 139. doi: 10.1016/j.tate.2023.104462. Full text in Research Archive Show summary

  This article presents a state-of-the-art review of the literature published between 2010 and 2022 on the necessary preconditions for and features of quality learning and mentoring in schools in university-based initial teacher education (ITE). The article argues that ITE institutions should take a leading role in ensuring quality by providing criteria and assessments that promote transferability and meaningful connections, explicit and comprehensive guidelines for mentors, mentoring courses, tools and structures for mentoring, and on-campus courses that ensure coherence and progression in learning. Furthermore, ITE institutions should forge partnerships with schools and develop and perform research on teaching practice in ITE.

• Wiese, Eline & Nortvedt, Guri A. (2023). Teacher assessment literacy in culturally and linguistically diverse classrooms: A Norwegian case study. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 135. doi: 10.1016/j.tate.2023.104357. Full text in Research Archive Show summary

  This study investigated inclusive teacher assessment practices in culturally and linguistically diverse Norwegian lower secondary schools as well as tensions in and the potential of teacher assessment literacy. Case study data gathered through interviews with 21 teachers in five schools were analysed to examine the schools' assessment policies, teacher assessment practices, adaptions and challenges teachers face when assessing diverse student groups. We found that teacher assessment literacy development benefitted from collective and shared whole-school practices and that, while teachers had multiple strategies for assessment and adapting those to their students’ needs, these were not specifically targeted at cultural diversity.

• Altrichter, Herbert; Herzog-Punzenberger, Barbara; Fulterer, S; Brown, Martin; Burns, Denise & Nortvedt, Guri A. [Show all 12 contributors for this article] (2021). Leistungsbeurteilung und kulturelle Vielfalt: Herausforderungen und Bewertungspraktiken in Schulen der Sekundarstufe I in Österreich, Irland, Norwegen und der Türkei. Erziehung & Unterricht. ISSN 0014-0325. 171(3-4), p. 251–261. Full text in Research Archive
• Nortvedt, Guri A.; Wiese, Eline F.; Brown, Martin D.; Burns, Denise; McNamara, Gerry & O'Hara, Joe [Show all 11 contributors for this article] (2020). Aiding culturally responsive assessment in schools in a globalising world. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 32, p. 5–27. doi: 10.1007/s11092-020-09316-w. Full text in Research Archive Show summary

  Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In this review, we address how migrant students are affected by assessment, both summative and formative, at the classroom level, with a focus on culturally responsive assessment (CRA). Previous research has shown that CRA practices mainly occur in student-centred classrooms. Furthermore, both student and teacher beliefs about teaching and learning might negatively affect migrant students’ opportunities to engage in assessment situations. Teaching and assessment practices should be negotiated and aligned with and included in classroom norms to be culturally responsive. We propose that what is generally considered a valid and reliable assessment practice might need to be adjusted to account for students’ cultural ways of knowing and participating and how this is expressed and communicated within the classroom.

• Herzog-Punzenberger, Barbara; Altrichter, Herbert; Brown, Martin D.; Burns, Denise; Nortvedt, Guri A. & Skedsmo, Guri [Show all 11 contributors for this article] (2020). Teachers responding to cultural diversity: Case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 20(3), p. 395–424. doi: 10.1007/s11092-020-09330-y. Full text in Research Archive Show summary

  Global mobility and economic and political crises in some parts of the world have fuelled migration and brought new constellations of ‘cultural diversity’ to European classrooms (OECD 2019). This produces new challenges for teaching, but also for assessment in which cultural biases may have far-reaching consequences for the students’ further careers in education, occupation and life. After considering the concept of and current research on ‘culturally responsive assessment’, we use qualitative interview data from 115 teachers and school leaders in 20 lower secondary schools in Austria, Ireland, Norway and Turkey to explore the thinking about diversity and assessment practices of teachers in the light of increasing cultural diversity. Findings suggest that ‘proficiency in the language of instruction’ is the main dimension by which diversity in classrooms is perceived. While there is much less reference to ‘cultural differences’ in our case studies, we found many teachers in case schools trying to adapt their assessment procedures and grading in order to help students from diverse backgrounds to show their competencies and to experience success. However, these responses were, in many cases, individualistic rather than organised by the school or regional education authorities and were also strongly influenced and at times, limited by government-mandated assessment regimes that exist in each country. The paper closes with a series of recommendations to support the further development of a practicable and just practice of culturally responsive assessment in schools.

• Nortvedt, Guri A. & Wiese, Eline (2020). Numeracy and migrant students: a case study of secondary level mathematics education in Norway. ZDM: Mathematics Education. ISSN 1863-9690. 52(3), p. 527–539. doi: 10.1007/s11858-020-01143-z. Full text in Research Archive Show summary

  Previous research has shown that adults from migrant backgrounds often have lower numeracy competence than do their majority counterparts, even though many were educated in their host country. Leaving secondary education with lower levels of numeracy competence than majority students potentially makes migrant students vulnerable as adults, as the lack of numeracy competence can negatively impact their opportunities to participate in work-life and society, in addition to affecting their everyday lives. Thus, it is vitally important to understand how mathematics education at the compulsory level can offer migrant students opportunities to develop numeracy competence. This paper presents a case study of four Norwegian lower secondary mathematics teachers. These teachers were asked to reflect on their classroom practices and on how they adapt teaching and assessment situations to migrant students. Our findings show that the teachers valued diversity in their classrooms and that their teaching was student-centred, focused on assessment for learning and problem-solving practices. These are potential building blocks for culturally responsive teaching. However, the teachers mainly focused on language issues, while cultural aspects of classroom participation and mathematical activity were neglected. This paper argues that such views may potentially hinder the provision of equal opportunities for all students to become numerate and, therefore, may contribute to maintaining migrant students—and the migrant adults they will become—as a vulnerable group.

• Nayir, Funda; Brown, Martin D.; Burns, Denise; O'Hara, Joe; McNamara, Gerry & Nortvedt, Guri A. [Show all 9 contributors for this article] (2019). Assessment with and for Migration Background Students-Cases from Europe. Eurasian Journal of Educational Research (EJER). ISSN 1302-597X. p. 39–69. doi: 10.14689/ejer.2019.79.3. Full text in Research Archive Show summary

  Purpose: The purpose of this research as part of an Erasmus+ funded project tilted Aiding Culturally Responsive Assessment in Schools (www.acras.eu) is to provide an exploratory analysis of survey responses related to culturally responsive assessment policies, professional development and practices that were administered to school principals in four European countries (Austria, Ireland, Norway and Turkey). Research Methods: The research method used in this study was a quantitative comparative analysis. A purposeful sampling strategy was adopted based on geographical spread of the participants in Austria, Ireland and Turkey. The survey was also administered to all principals in four out of eighteen Norwegian counties. Descriptive analysis and nonparametric analysis were used. Findings: There is evidence to suggest that the foundations for culturally responsive assessment practices are beginning to take shape albeit varying degrees of difference in each country. However, the survey results also indicate the need for training and professional development, and this study also implies that not enough emphasis is being placed on culturally responsive assessment despite the rhetoric that espouses interculturalism. Implications for Research and Practice: The research points the need for upskilling in culturally responsive leadership as well as the development of an overarching culturally responsive assessment framework and toolkit that can be used by policy makers and schools to allay the various interpretations of what it means to satisfy the assessment needs of teachers and students with migrant backgrounds.

• Hovdenak, Sylvi Stenersen & Wiese, Eline F. (2018). Promoting Professional Development in Medical education: perspectives from the Norwegian Medical School in Tromsoe. Society, Health & Vulnerability. 9. doi: 10.1080/20021518.2018.1451174. Full text in Research Archive Show summary

  In international research on medical education the concepts of professionalism and professional development have been increasingly focused. The article problematizes and discusses these concepts in relation to the Aristotelian concepts of episteme, techne and phronesis. Phronesis as a form of knowledge is of fundamental importance regarding professionalism and professional development, and can be regarded as a response to an instrumentalist understanding of medical education. The article reports from an ongoing qualitative study following the revision of the study programme in medicine at the Medical School University of Tromsoe, The Arctic University of Norway. In the renewed programme the concept of phronesis is paid attention to, and the article discusses how phronesis is focused on different learning arenas. The data presented builds on the students’ perspectives on phronesis as a form of knowledge in medical education.

• Hovdenak, Sylvi Stenersen & Wiese, Eline F. (2017). Fronesis: veien til profesjonell lærerutdanning? Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. p. 170–184. doi: 10.18261/ISSN.1893-8981-2017-02-06. Full text in Research Archive Show summary

  I artikkelen diskuteres hva som kjennetegner en profesjonell lærerutdanning. I internasjonal forskning om profesjonsutdanning, er forholdet mellom de tre aristoteliske kunnskapsformene episteme, techne og fronesis satt på dagsordenen og blir diskutert og problematisert. Artikkelens teoretiske utgangspunkt fokuserer integrasjonen mellom disse tre kunnskapsformene der fronesis, forstått som praktisk klokskap, blir viet særlig oppmerksomhet. Når denne kunnskapsformen nå blir fokusert i internasjonal forskning, er det fordi den er sett på som et motsvar til en økende instrumentell rasjonalitet som synes å innta en stadig sterkere posisjon i ulike profesjonsutdanninger. Den teoretiske dimensjonen i artikkelen blir drøftet og sammenlignet med et empirisk materiale som viser hvilke kunnskapsformer som blir vurdert som særlig viktige blant lærerstudenter i deres utvikling av profesjonalitet. I artikkelen diskuteres også hvordan fronesis kan komme til uttrykk og integreres på ulike læringsarenaer. Her drøftes forholdet mellom auditoriet som læringsarena og fronesis som kunnskapsform, likeså fokuseres seminaret som læringsarena for utvikling av fronesis. Den tredje læringsarenaen som vies oppmerksomhet, er skolen som praksisfelt. Også her drøftes hvordan fronesis kan ivaretas og videreutvikles i en profesjonell lærerutdanning. Avslutningsvis er spørsmålet hvordan fremtidens lærerutdanning i større grad skal kunne fremme en fronesisk kunnskapsform og kommunisere betydningen av den til lærerstudenter og fremtidens lærere.

• Skarpaas, Kaja Granum; Wiese, Eline F. & Engelien, Kirsti Lyngvær (2015). Utilizing MOOC technology in a campus based Teacher Education Programme. In Ho, Curtis P. & Lin, Grace (Ed.), E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015. Association for the Advancement of Computing in Education (AACE). ISSN 9781939797209. p. 664–669. Full text in Research Archive
• Carver, Rebecca Bruu; Wiese, Eline Fatima & Breivik, Jarle (2013). Frame Analysis in Science Education: A Classroom Activity for Promoting Media Literacy and Learning about Genetic Causation. International Journal of Science Education. ISSN 0950-0693. 4(3), p. 211–239. doi: 10.1080/21548455.2013.797128. Full text in Research Archive

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• Sjøberg, Mari Heum; Bjerknes, Anne-Line; Burner, Tony; Enqvist-Jensen, Cecilie; Lange, Thomas de & Sandberg, Magnus Henrik [Show all 12 contributors for this article] (2026). Forskning og følelser - NRK. Full text in Research Archive Show summary

  Det er flott at kjendiser engasjerer seg. Men de kan ikke erstatte fagkunnskap.

• Bjerknes, Anne-Line; Burner, Tony; Sjøberg, Mari Heum; Enqvist-Jensen, Cecilie; Lange, Thomas de & Sandberg, Magnus Henrik [Show all 12 contributors for this article] (2026). Skal følelser eller fagkunnskap styre norsk skole? Full text in Research Archive Show summary

  Akademikere mener kjendiser får for mye plass i debatten. Hvordan ville det gått med helsesektoren dersom vi lot de samme folkene definere medisinsk praksis? spør de.

• Herzog-Punzenberger, Barbara; Altrichter, Herbert; Brown, Martin; Burns, Denise; Nortvedt, Guri A. & Skedsmo, Guri [Show all 11 contributors for this article] (2020). Correction to: Teachers responding to cultural diversity: case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey (Educational Assessment, Evaluation and Accountability, (2020), 32, 3, (395-424), 10.1007/s11092-020-09330-y). Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 32(3), p. 425–426. doi: 10.1007/s11092-020-09332-w. Full text in Research Archive
• Wiese, Eline Fatima (2013). Democratic Education and Participation - Implications for Students' Quality of Life. Full text in Research Archive
• Wiese, Eline Fatima (2013). Teaching sensitive issues - the need for democratic forms of teaching. Full text in Research Archive
• Wiese, Eline Fatima & Wiese, Veslemøy (2011). Medborgerskap er fremditen. Full text in Research Archive

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