Browsing NTNU Open by Author "Thygesen, Ragnar"
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Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students’ writing proficiency
Berge, Kjell Lars; Skar, Gustaf Bernhard Uno; Matre, Synnøve; Solheim, Randi; Evensen, Lars Sigfred; Otnes, Hildegunn; Thygesen, Ragnar (Journal article; Peer reviewed, 2017)This article reports consequences for student writing quality based on a long-term professional learning project. Project teachers, representing all school subjects in grades 3–7, were presented with a writing construct, ... -
Nyutdannede lærere i møte med elever med dysleksi i skolen
Skogan, Stine (Master thesis, 2023)I denne studien ønsket jeg å se nærmere på nyutdanna læreres opplevelse av å tilrettelegge undervisningen slik at elever med dysleksi kan oppleve inkludering og mestring i skolehverdagen. Inkludering er en svært viktig del ... -
A shared terminology for writing in the primary grades for writers and their teachers: With a focus on word choice and Sentence Fluency
Storlie-Kristoffersen, Cherise Marie (Doctoral theses at NTNU;2023:47, Doctoral thesis, 2023)Norsk sammendrag Som grunnskolelærer brukte jeg følgende seks dimensjoner ved skriving i undervisningen min: ideer, organisering, stemme, konvensjoner, setningsflyt og ordvalg, og jeg opplevde at en felles terminologi for ... -
Standards as a tool for teaching and assessing cross-curricular writing
Evensen, Lars Sigfred; Berge, Kjell Lars; Thygesen, Ragnar; Matre, Synnøve; Solheim, Randi (Journal article; Peer reviewed, 2016)In this article, we present the specific criteria that are currently being introduced in Norwegian teaching and assessment of writing, as well as selected aspects of their development. The article builds on an assumption ... -
The Wheel of Writing: a model of the writing domain for the teaching and assessing of writing as a key competency
Berge, Kjell Lars; Evensen, Lars Sigfred; Thygesen, Ragnar (Journal article; Peer reviewed, 2016)The model presented in this article aspires to represent a theoretically valid and coherent definition and description of writing, as a basis for teaching and assessing writing as a key competency in school. It represents ...