Realizing data-driven changes and teacher agency in upper secondary schools through formative interventions

Abstract

This chapter report on a Norwegian developmental work research (DWR) project conducted by schools and a university. The project, which utilized a school-based approach aimed to develop professional assessment literacy. Twenty upper secondary schools (year 16–18) participated in the project, and this case study presents data from two of these schools. In-service training serves as the boundary object, and we explore how collaboration between teachers in the school, and between the school and university, support the development of assessment literacy. We argue that the use of expansive learning for investigating and developing inquiry-based teaching seems promising in order to develop professional assessment practices, but commitment to the task needs to be established. Top-down processes may prevent commitment, but specialisation can lead to more interaction between schools and university which, in turn, can lead to increased understanding, increased commitment, and improved teacher practices.