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Assessment in Education: Principles, Policy & Practice Volume 23, 2016 - Issue 3
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Assessment for learning in Norway and Portugal: the case of primary school mathematics teaching

Guri A. NortvedtDepartment of Teacher Education and School Research, University of Oslo, Oslo, NorwayCorrespondence[email protected]
,
Leonor SantosInstituto de Educação, Universidade de Lisboa, Lisbon, Portugal
&
Jorge PintoDepartment of Social Sciences and Education, School of Education of Polytechnic Institute of Setúbal, Setúbal, Portugal
Pages 377-395 | Received 22 May 2014, Accepted 09 Oct 2015, Published online: 10 Dec 2015

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Ann Karin Sandal, Ingrid Helleve, Kari Smith & Siv M. Gamlem. (2022) Feedback practice in lower secondary school: Exploring development of perceptions of feedback practice among students and teachers. Cogent Education 9:1.
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Jennifer Charteris & Dianne Smardon. (2019) Assessment and student participation: ‘choice and voice’ in school principal accounts of schooling territories. Teaching Education 30:3, pages 243-260.
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Articles from other publishers (10)

Charlotte Myriam Moshala Galane & Simon Bhekumuzi Khoza. (2023) Grade 3 teachers’ understanding of the implemented mathematics curriculum content. International Journal of Research in Business and Social Science (2147- 4478) 12:7, pages 469-481.
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Patricia de-Armas-González, Josefa Perdomo-Díaz & Diana Sosa-Martín. (2023) Peer assessment processes in a problem-solving activity with future teachers. Eurasia Journal of Mathematics, Science and Technology Education 19:4, pages em2245.
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Sizwe Blessing. (2021) Assessment for Learning as a Driver for Active Learning and Learner Participation in Mathematics. International Journal of Educational Methodology 7:3, pages 473-485.
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Vera Monteiro, Lourdes Mata & Natalie Nóbrega Santos. (2021) Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students. Frontiers in Education 6.
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Guri A. Nortvedt, Eline Wiese, Martin Brown, Denise Burns, Gerry McNamara, Joe O’Hara, Herbert Altrichter, Magdalena Fellner, Barbara Herzog-Punzenberger, Funda Nayir & Pervin Oya Taneri. (2020) Aiding culturally responsive assessment in schools in a globalising world. Educational Assessment, Evaluation and Accountability 32:1, pages 5-27.
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Julian Moreno & Andres F. Pineda. (2020) A Framework for Automated Formative Assessment in Mathematics Courses. IEEE Access 8, pages 30152-30159.
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G. A. Nortvedt, K. B. Bratting, O. Kovpanets, A. Pettersen & A. Rohatgi. 2020. Equity, Equality and Diversity in the Nordic Model of Education. Equity, Equality and Diversity in the Nordic Model of Education 225 248 .
Xiaoyan Zhao, Marja Van den Heuvel-Panhuizen & Michiel Veldhuis. (2017) Chinese Primary School Mathematics Teachers’ Assessment Profiles: Findings from a Large-Scale Questionnaire Survey. International Journal of Science and Mathematics Education 16:7, pages 1387-1407.
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Guri A. Nortvedt. (2018) Policy impact of PISA on mathematics education: the case of Norway. European Journal of Psychology of Education 33:3, pages 427-444.
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Nathalie Sayac. 2018. Classroom Assessment in Mathematics. Classroom Assessment in Mathematics 159 178 .

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