Eline F. Wiese

• Altrichter, Herbert; Herzog-Punzenberger, Barbara; Fulterer, S; Brown, Martin; Burns, Denise; Nortvedt, Guri A.; Skedsmo, Guri; Wiese, Eline; Nayir, Funda; Fellner, Magdalena; McNamara, Gerry & O'Hara, Joe (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), s 251- 261
• Herzog-Punzenberger, Barbara; Altrichter, Herbert; Brown, Martin D.; Burns, Denise; Nortvedt, Guri A.; Skedsmo, Guri; Wiese, Eline; Nayir, Funda; Fellner, Magdalena; McNamara, Gerry & O'Hara, Joe (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), s 395- 424 . doi: 10.1007/s11092-020-09330-y Vis sammendrag

  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), s 527- 539 . doi: 10.1007/s11858-020-01143-z Fulltekst i vitenarkiv. Vis sammendrag

  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.

• Nortvedt, Guri A.; Wiese, Eline F.; Brown, Martin D.; Burns, Denise; McNamara, Gerry; O'Hara, Joe; Altrichter, Herbert; Fellner, Magdalena; Herzog-Punzenberger, Barbara; Nayir, Funda & Taneri, Pervin Oya (2020). Aiding culturally responsive assessment in schools in a globalising world. Educational Assessment, Evaluation and Accountability.  ISSN 1874-8597.  32, s 5- 27 . doi: 10.1007/s11092-020-09316-w Fulltekst i vitenarkiv. Vis sammendrag

  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.

• Nayir, Funda; Brown, Martin D.; Burns, Denise; O'Hara, Joe; McNamara, Gerry; Nortvedt, Guri A.; Skedsmo, Guri; Gloppen, Silje Kristin & Wiese, Eline F. (2019). Assessment with and for Migration Background Students-Cases from Europe. Eurasian Journal of Educational Research (EJER).  ISSN 1302-597X.  (79), s 39- 69 . doi: 10.14689/ejer.2019.79.3 Vis sammendrag

  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 and vulnerability.  ISSN 2002-1518.  9 . doi: 10.1080/20021518.2018.1451174 Fulltekst i vitenarkiv.
• Hovdenak, Sylvi Stenersen & Wiese, Eline F. (2017). Fronesis: veien til profesjonell lærerutdanning?. UNIPED.  ISSN 1500-4538.  (2), s 170- 184 . doi: 10.18261/ISSN.1893-8981-2017-02-06 Fulltekst i vitenarkiv.
• Skarpaas, Kaja Granum; Wiese, Eline F. & Engelien, Kirsti Lyngvær (2015). Utilizing MOOC technology in a campus based Teacher Education Programme, In Curtis P. Ho & Grace Lin (ed.),  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015.  Association for the Advancement of Computing in Education.  ISBN 978-1-939797-20-9.  119.  s 664 - 669
• 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), s 211- 239 . doi: 10.1080/21548455.2013.797128

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