How classroom assessments promote equity and students' learning : Interview study of teachers' assessment practices in Norwegian schools

Abstract The process of assessment helps a teacher to collect, synthesize, and interpret information in order to make informed decisions and it is related to everything that takes place in the classroom. All types of assessments that take place in the classroom are premised on the notion that if a teacher understands how students are learning, he/she will be able to teach them effectively. This implies that the teacher has to know the diverse needs in the classroom in order to be able to help each student learn. In light of this, the teacher should employ assessment strategies that will take into consideration each individual and give them the opportunity to learn in a way that is appropriate to his/her learning style. The current study explored classroom assessment practices that promote equity and student learning. Qualitative interview method was used with three (3) primary school teachers in Norway. Detailed descriptions and analysis of the teachers’ variety of classroom assessment methods, use of assessment information, and the provision of diversity in classroom assessment were considered. Findings in this study revealed that teachers use different assessment methods such as; observation, dialogue with students, providing feedback to students, use of weekly tests in the form of homework as well as tests that are done once a year, teamwork, listening to other students’ complaints, and talking to parents. To cater for diversity in the classroom, teachers use different strategies whereby they engage some students to write short or lengthy responses, use computer to do the tasks, or take the task home so that they can have enough time to practice. With others, the teacher reads the questions and the student gives a response orally, and sometimes they are grouped according to their abilities and given appropriate tasks. The study also found out that the assessment information is useful in helping a teacher to find better methods of teaching which results in improving instruction. Consequently, students get motivated to learn as a result of being given tasks that they are able to do; and it enhances communication with parents