Kaja Vikdal Haaland

• Blichfeldt, Kathinka; Jacobsen, Ingrid; Hartberg, Egil Weider & Haaland, Kaja (2025). From grades to growth: Reframing the dialogue on learning, assessment and mastery. Fulltekst i vitenarkiv Vis sammendrag

  This paper builds on findings from the Dialogues on Learning and Assessment (DOLA) study, including DOLA1 and DOLA2 (2024), which examine how formative assessment is implemented in line with the 2020 revision of Norwegian national assessment regulations. Despite policy emphasis on motivation, agency, and daily formative practices, both early career and experienced teachers report difficulty reconciling these aims with the dominance of summative logics. Students often view formative feedback as a predictor of final grades, reflecting broader international concerns about high-stakes assessment and its procedural impact on classroom practice. In response, a new research phase focuses on transformative assessment dialogue. Through action research, we collaborate with schools, teacher networks, and local authorities to reframe practices through shared reflection and experimentation. Focus group interviews in 2025 will further explore evolving teacher perspectives on formative versus final assessment. Preliminary findings show a strong desire among teachers to develop practices that strengthen assessment as a learning dialogue. Promising examples, such as co-authored success criteria and metacognitive tools, emerge in schools with well supported professional learning communities. This paper addresses how formative assessment, when dialogical and co-constructed, can better align with curriculum intentions and support student learning, motivation, and mastery.

• Blichfeldt, Kathinka & Haaland, Kaja (2024). Dialogues on learning and assessment (DOLA): Attitudes and tensions in assessment practices – in the way for learning and motivation? Fulltekst i vitenarkiv Vis sammendrag

  This paper examines the understanding of continuous assessment among newly qualified Norwegian teachers, questioning whether confusion between the purpose of continuous and final assessments may reinforce outdated practices contrary to the aims of recent legislation. These concerns arise from issues in long-term, decentralized competence development partnerships between Inland Norway University of Applied Sciences and educational institutions in Norway. 244 newly qualified teachers took part in half-day seminars aimed at enhancing their understanding of the assessment framework. Through a mixture of workshops and mentimeter surveys, the study explores the experiences and attitudes of teachers within a Norwegian municipality. The seminars focused on assessment culture, exploring the influences on new teacher’s assessment practises and their developmental needs post-reform. Preliminary findings suggest that current assessment associations are predominantly negative, emphasizing ranking rather than being a motivational learning tool as intended. This highlights the necessity to develop assessment practices following the 2020 reform to enhance professional learning communities and facilitate quality development in school-based assessment. There's an identified need for a deeper exploration of assessment concepts and practices to align them more closely with learningfocused dialogues, consistent with the Education Act’s objectives.

• Haaland, Kaja & Jacobsen, Ingrid (2024). Dialogues on learning and assessment (DOLA): Attitudes and tensions in assessment practices – in the way for learning and motivation? Fulltekst i vitenarkiv Vis sammendrag

  This paper examines the understanding of continuous assessment among newly qualified Norwegian teachers, questioning whether confusion between the purpose of continuous and final assessments may reinforce outdated practices contrary to the aims of recent legislation. These concerns arise from issues in long-term, decentralized competence development partnerships between Inland Norway University of Applied Sciences and educational institutions in Norway. 244 newly qualified teachers took part in half-day seminars aimed at enhancing their understanding of the assessment framework. Through a mixture of workshops and mentimeter surveys, the study explores the experiences and attitudes of teachers within a Norwegian municipality. The seminars focused on assessment culture, exploring the influences on new teacher’s assessment practises and their developmental needs post-reform. Preliminary findings suggest that current assessment associations are predominantly negative, emphasizing ranking rather than being a motivational learning tool as intended. This highlights the necessity to develop assessment practices following the 2020 reform to enhance professional learning communities and facilitate quality development in school-based assessment. There's an identified need for a deeper exploration of assessment concepts and practices to align them more closely with learningfocused dialogues, consistent with the Education Act’s objectives

• Laski, Alona Krieken; Haaland, Kaja & Williamson, Tinashe (2022). Sammen kan vi redde verden. Hvordan bli en aktiv antirasist? [Internet]. https://sellpodden.no/. Fulltekst i vitenarkiv
• Laski, Alona Krieken; Haaland, Kaja & Nordseth, Knut Olav Biller (2022). Pedagogisk analyse- å se på egen praksis i speilet fremfor ut av vinduet. [Internet]. https://sellpodden.no/1018579/10533100-51-pedagogisk-analyse. Fulltekst i vitenarkiv
• Haaland, Kaja (2022). Partnership in school development​. Fulltekst i vitenarkiv
• Laski, Alona Krieken; Haaland, Kaja & karoline, Svensli (2022). Hvordan skape entusiasme for regning i fagene? [Internet]. https://sellpodden.no/. Fulltekst i vitenarkiv
• Laski, Alona Krieken; Haaland, Kaja & Øiestad, Per Arne (2021). Dramaturgi som inspirasjon til klasseledelse. [Internet]. https://sellpodden.no/1018579/9007211-33-dramaturgi-som-insp. Fulltekst i vitenarkiv
• Haaland, Kaja (2021). Collaborative learning between universities and municipalities in school development. Fulltekst i vitenarkiv
• Laski, Alona Krieken; Haaland, Kaja & Lund, Torbjørn (2021). Dialogkonferanse og fasilitering for læring i Regional ordning. [Internet]. https://sellpodden.no/. Fulltekst i vitenarkiv

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