Simen Grung

• Grung, Simen (2025). Investigating feedback practice across borders: a comparative study of English subject classrooms in Norway, England, and France. Fulltekst i vitenarkiv
• Grung, Simen & Brevik, Lisbeth M. (2025). The ‘Wicked Problem’ of Assessment: A Mixed Methods Approach to Understanding Formative Assessment in Norway. Fulltekst i vitenarkiv Vis sammendrag

  Greene’s (2007) ‘mixed methods way of thinking’ has established the value of capturing various voices and perspectives—and the differences between them—when studying complex phenomena. First, this paper frames formative assessment in Norwegian education as a ‘wicked problem’ and how the affordances of a mixed methods approach to investigating changes in formative assessment can inform a deeper understanding and provide better solutions to shape such practice. Second, we argue how purposeful integration of different types of data can inform changes in assessment over time, and how acknowledging and valuing multiple voices shape our understanding of complex social phenomena, such as assessment within a given context.

• Klette, Kirsti; Grung, Simen & Jenset, Inga Staal (2024). Metadata for deling og gjenbruk. Eksempel fra skoleforskning. Fulltekst i vitenarkiv
• Vold, Eva Thue; Grung, Simen; Wold, Stephanie Hazel Grønstad & Brevik, Lisbeth M. (2023). Comparing students’ proficiency levels in English and French across contexts. Fulltekst i vitenarkiv Vis sammendrag

  The large-scale empirical research project LANGUAGES aims to compare language teaching policies, methodologies and outcomes for secondary school learners (aged 13-15) of English and French in three European countries: England, France and Norway. English and French have different statuses in these countries: depending on the context, they are first, second or foreign languages. In addition, students’ language proficiency in second and foreign languages is known to vary extensively across contexts (European Commission, 2012). In order to conduct meaningful cross-context comparisons, the LANGUAGES research team needed valid and reliable measures of language proficiency. Altogether, the selected tests needed to offer comparable data and be appropriate for adolescent learners of French and English in each country at different levels. In terms of the Common European Framework of Reference (CEFR) levels, we expected proficiency to vary from the pre-A1 level (Norwegian and English learners of French), via A, B and possibly C-levels (Norwegian and French learners of English), to native speaker competence. For feasibility reasons, the tests also needed to be relatively quick and easy to conduct. This paper discusses the challenges with selecting and using standardised tests developed for specific languages and contexts, and combining them into a battery of tests that would allow for cross-context comparisons. We will discuss how and why we decided to use standardised reading comprehension tests that were aligned with the CEFR levels (the Evalang tests for English) in combination with a new vocabulary test that we developed specifically for the LANGUAGES project in order to cover the pre-A1 level, building on existing resources and tests (Cobb, n.d.; Meara & Milton, 2003). In the paper, we present findings from the first year of the project, with data gathered from students (aged 13-15) in French and English classes. The contribution outlines key characteristics of each national context and presents a comparison of the estimated proficiency levels achieved in French and English by students in each country. Implications for the refinement of language attainment comparisons across national contexts are discussed, alongside the potential for such tests to inform language teaching policy and practice.

• Grung, Simen; Brevik, Lisbeth M. & Vold, Eva Thue (2023). MA thesis: Comparing English reading literacy across borders: A comparative study in Norway, England, and France. Universitetet i Oslo. Fulltekst i vitenarkiv

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