Knut Steinar Engelsen

Portfolio practices in higher education in Norway in an international perspective: macro‐, meso‐ and micro‐level influences

The point of departure for this article is the ‘chameleon’ aspect of portfolios and the diversity of portfolio models and practices in higher education on the international arena today. Our aim is to investigate the contextual character of this diversity by using Norwegian higher education as an example and to show how macro‐level influences, particularly the Bologna related Quality Reform, have shaped the overall development of portfolio practices. We contextualise and discuss the sudden expansion of learning and assessment portfolios in Norway after 2002. Our data are primarily a nationwide survey of portfolio practices, supplemented by findings in a research evaluation of the reform and previously published case studies. The majority of portfolios in Norwegian higher education can be classified as ‘disciplinary‐based course work portfolios’ and they typically serve a combination of learning and assessment purposes. But within this category we found systematic differences between different educational areas where the main dividing line seems to be between professional and non‐professional education. The underlying research perspective is sociocultural and this directs our attention to contexts, cultures and traditions that shape portfolio development and practices rather than to individual differences (micro level).

Improvisation in teaching and education—roots and applications

Abstract The main aim of this review article is to understand and discuss the concept of improvisation as a professional skill for teacher educators. The literature review suggests that five academic traditions are especially relevant to examine: Rhetoric, music, theatre/drama, organizational theory and education. The dialogic, open-scripted, interactive and responsive aspects of improvisation are common features for all the traditions we have examined and could provide a common basis for improvisation as a key curricular concept in teaching, and hence teacher education. Every day teachers are challenged to act in accordance with the situational needs and requirements arising in different pedagogical situations. We have identified four different aspects of improvisation, which appear to be of crucial importance in any discussion about improvisation as a key concept in education: (1) Communication and dialogues: Communication in improvisation can be described along a continuum of two positions: From the internal process of communication itself to the external intended result of it. The purpose can also vary from emphasizing the effect on the audience to emphasizing the process of exploration. (2) Structure and design: All traditions claim that to be a good professional improviser, you have to be aware of and be skilled in planning and structural thinking. (3) Repertoire: Learnable repertoires, shaped by content knowledge and pedagogical content knowledge, are an underlying prerequisite for improvisation in education. (4) Context: Professional improvisational practices are context dependent and domain specific to a great extent.

Educating for the future: A conceptual framework of responsive pedagogy

Abstract Schools of today are educating for an unknown future, and knowledge of today will become partly irrelevant in 20–30 years. Teaching and assessment focusing on the learning of factual knowledge will not serve the needs of the learners in the future, as it does not prepare for life-long learning in a per today not definable future. The main goal of today’s schooling should be to support students in learning how to go about learning. The aim of this position paper is to define responsive pedagogy in relation to self-regulation, self-efficacy, achievements and assessment. The concept responsive pedagogy used in this paper is the recursive dialogue between the learner’s internal feedback and external feedback provided by significant others. The core of responsive pedagogy is the explicit intention of the teacher to make learners believe in their own competence and ability to successfully complete assignments and meet challenges, to strengthen students’ self-efficacy, and to increase their overall self-concept. Responsive pedagogy is hypothesised to impact achievements positively, yet this needs to be carefully researched. Today’s schools should prepare for tomorrow, and educate independent self-regulated learners who believe in their own capacity to engage in continuous learning and knowledge production.

Developing an assessment for learning (AfL) culture in school: the voice of the principals

This study reflects the voice of school leaders (principals) in a Norwegian school development project focusing on assessment for learning (AfL). The central role of the principal in school improvement is well documented, however, less is written about how the principals themselves see their roles. The voices presented belong to two experienced principals from two elementary schools in Norway. The schools participated in a three-year-action-oriented development project aimed at establishing an AfL culture. Towards the end of the project, the principals shared their experiences in a semi-structured group interview. The findings support the central role principals play in successful implementation of change. However, their role is not sufficiently appreciated and taken into account.