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Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data

Journal of research in science teaching, 2020-11, Vol.57 (9), p.1400-1429

2020

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The teacher as examiner of L2 oral tests: A challenge to standardization

Language testing, 2018-04, Vol.35 (2), p.217-238

2018

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Academic resilience: underlying norms and validity of definitions

Educational assessment, evaluation and accountability, 2021-02, Vol.33 (1), p.169-202

2021

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Teachers responding to cultural diversity: case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey

Educational assessment, evaluation and accountability, 2020-08, Vol.32 (3), p.395-424

2020

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Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments

Educational assessment, evaluation and accountability, 2021-02, Vol.33 (1), p.139-167

2021

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Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints

Educational assessment, evaluation and accountability, 2023-08, Vol.35 (3), p.387-417

Gloppen, Silje Kristin

2023

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Representations of student performance data in local education policy

Educational assessment, evaluation and accountability, 2022-02, Vol.34 (1), p.89-111

2022

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Identifying profiles of students’ school climate perceptions using PISA 2015 data

Large-scale assessments in education, 2020-03, Vol.8 (1), p.1-25, Article 4

2020

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The Contribution of International Large-Scale Assessments to Educational Research: Combining Individual and Institutional Data Sources

Scandinavian journal of educational research, 2018-01, Vol.62 (3), p.368-385

2018

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Understanding leadership and change in schools: expansive learning and tensions

International journal of leadership in education, 2017-05, Vol.20 (3), p.278-296

Aas, Marit

2017

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Numeracy across grades - vertically scaling the Norwegian national numeracy tests

Assessment in education : principles, policy & practice, 2022-11, Vol.29 (6), p.653-673

2022

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Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language

Reading & writing, 2021-06, Vol.34 (6), p.1491-1512

2021

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Teachers' perceptions of Brandon's Matrix as a framework for the teaching and assessment of scientific methods in school science

Research in science education (Australasian Science Education Research Association), 2023, Vol.53 (1), p.193-212

2023

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Toddlers raised in multi-dialectal families learn words better in accented speech than those raised in monodialectal families

Journal of child language, 2022-11, Vol.49 (6), p.1093-1118

2022

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Random Responders in the TIMSS 2015 Student Questionnaire: A Threat to Validity?

Journal of educational measurement, 2022-12, Vol.59 (4), p.470-501

2022

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Newly qualified teachers' professional digital competence: implications for teacher education

European journal of teacher education, 2018-03, Vol.41 (2), p.214-231

2018

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Levels of skills and predictive patterns of reading comprehension in bilingual children with an early age of acquisition

Reading & writing, 2022-12, Vol.35 (10), p.2365-2387

2022

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Variations of homework amount assigned in elementary school can impact academic achievement

The Journal of experimental education, 2022-04, Vol.90 (2), p.280-296

2022

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A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development

Scientific studies of reading, 2020-03, Vol.24 (2), p.91-107

2020

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Social Perspective Taking Is Associated With Self-Reported Prosocial Behavior and Regional Cortical Thickness Across Adolescence

Developmental psychology, 2018-09, Vol.54 (9), p.1745-1757

2018

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Measuring Chinese teacher professional competence: Adapting and validating a German framework in China

Journal of curriculum studies, 2018-01, Vol.50 (5), p.638-653

2018

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Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science

Journal of research in science teaching, 2021-09, Vol.58 (7), p.980-1009

2021

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Large scale studies of holistic professional competence in vocational education and training (VET). The case of Norway

International journal for research in vocational education and training, 2019, Vol.6 (2), p.132-152

2019

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A Randomized Trial of the Digital Down Syndrome LanguagePlus (DSL+) Vocabulary Intervention Program

Remedial and special education, 2022-10, Vol.43 (5), p.314-327

2022

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Actual versus implied physics students: How students from traditional physics classrooms related to an innovative approach to quantum physics

Science education (Salem, Mass.), 2018-07, Vol.102 (4), p.649-667

2018

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Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data

The teacher as examiner of L2 oral tests: A challenge to standardization

Academic resilience: underlying norms and validity of definitions

Teachers responding to cultural diversity: case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey

Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments

Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints

Representations of student performance data in local education policy

Identifying profiles of students’ school climate perceptions using PISA 2015 data

The Contribution of International Large-Scale Assessments to Educational Research: Combining Individual and Institutional Data Sources

Understanding leadership and change in schools: expansive learning and tensions

Numeracy across grades - vertically scaling the Norwegian national numeracy tests

Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language

Teachers' perceptions of Brandon's Matrix as a framework for the teaching and assessment of scientific methods in school science

Toddlers raised in multi-dialectal families learn words better in accented speech than those raised in monodialectal families

Random Responders in the TIMSS 2015 Student Questionnaire: A Threat to Validity?

Newly qualified teachers' professional digital competence: implications for teacher education

Levels of skills and predictive patterns of reading comprehension in bilingual children with an early age of acquisition

Variations of homework amount assigned in elementary school can impact academic achievement

A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development

Social Perspective Taking Is Associated With Self-Reported Prosocial Behavior and Regional Cortical Thickness Across Adolescence

Measuring Chinese teacher professional competence: Adapting and validating a German framework in China

Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science

Large scale studies of holistic professional competence in vocational education and training (VET). The case of Norway

A Randomized Trial of the Digital Down Syndrome LanguagePlus (DSL+) Vocabulary Intervention Program

Actual versus implied physics students: How students from traditional physics classrooms related to an innovative approach to quantum physics

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