An innovative approach to implementing and evaluating formative assessment strategies in higher education: A Norwegian case study

Abstract

Norwegian higher education courses still predominantly employ traditional lectures and summative exams. At the University of Bergen, a recent project (TALIDA) has supported the redesign of over thirty courses by introducing formative assessment strategies. This paper presents how the redesigns are being evaluated. Our research methodology addresses the need for new perspectives in the evaluation of the quality of learning in future-oriented teaching practices. We pay special attention to a select number of courses chosen to undergo a careful mapping and analysis of their activities. We employ the “writerly interactions” framework (Gray, 2019; Gray, 2017) to analyze the quality of the interactions between learner and course content as a measure of meaningful learning.