Fra rødpenn til råd - En kvalitativ studie av hvordan norsklærere på ungdomstrinnet har opplevd satsingen Vurdering for læring. og hvordan de jobber med vurdering i kjølvannet av dette prosjektet

The theme of this master thesis is the national investment project Assessment for learning 2010-2014. Assessment for learning has the previous years been an area of commitment in schools, both in Norway and internationally and the Norwegian Directorate for Education and Training are finalizing a four years project with focus on assessment for learning. The scope of the project has been to develop the teachers' practice within assessment through enhance competence and understanding of assessment as a tool for learning. The aim of this master thesis is to explore how secondary school teachers in Norwegian have experienced the project, and how they assess in written Norwegian in the following of the project. The methodological approach of this research is qualitative, with semi-structured interviews of six teachers in Norwegian. The informants were selected from a combination of a strategic and snowball sampling, working on three different schools that participates or have participated in the project Assessment for learning. The research argues that the informants to a large extent see working with assessment for learning useful. However the experiences with the investment project itself varies. In the research, three key factors appears to have created a better understanding of assessment for learning and a better benefit from participating in the project as a teacher in Norwegian: that the school has worked with this over a longer period, that the school has a strong pedagogical leadership and that there are set aside enough time for exchange of experiences. The aim of the investment project seems to a large extent to be achieved, as the four principles for formative assessment, embodied in the regulation of the Educational Act, have been implemented. The most visible tendencies in the practice of assessment are: the feedback includes advices for further development, they have reduced the use of grades, they use more time on assessment before and during the process, they use the assessment information to adjust the teaching to involve more students to a larger extent, and the students participates in the assessment process to a larger extent than before