A prerequisite for AfL to be successfully implemented in the classroom is the teachers' assessment practice. In many contexts, including the Norwegian, AfL has not been successfully dealt with during initial teacher education, and there is a need for qualified teachers to engage in professional development in AfL. This article first discusses…

To date, hardly any evidence is available on the quality of adult education programs for vulnerable adults. Evaluation instruments or models mostly focussed on regular education and less on programs of adult education aiming to enhance social inclusion. This study presents a first exploration of the construct validity of a newly developed…

The paper reports results of three studies that used a formative assessment (FA) framework to compare schools that vary in their level of functioning as professional learning communities with respect to three processes: classroom assessment (study 1), development and implementation of school-based curriculum (study 2), and pedagogical…

Using a cross-case analysis of three distinct participatory program evaluations, this paper contributes to current discourse on how evaluators create opportunities for learning. Although each team of evaluators intended to promote planned process use, post-evaluation discussions amongst them identified evidence where use emerged throughout the…

School quality care has become important in many Western countries and a number of high quality school self-evaluation instruments has been developed and implemented to support this activity. However, little is known on the critical success factors for the use of school self-evaluation instruments. From this longitudinal study into the use of a…