Together with colleagues, Julius Björnsson edited a special issue for the journal Acta Didactica Norge, and many LEA members contributed to it. This issue concerns the topic of "Nasjonale prøver og eksamener i norsk og svensk grunnopplæring" and brings together eighteen contributions.
The LEA group has recently published a special section on the advanced technologies in educational assessment. This special section covers a broad range of technologies and psychometric models to measure complex constructs in education. It also brings to attention the potential and the challenges that are associated with these advanced technologies.
In this article, Marit Kjærnsli and Fredrik Jensen bring to attention that the schools students are attending could make a difference in student achievement. However, this relation is relatively weak in Norway in comparison to other countries.
In a meta-analysis of 105 experimental and quasi-experimental studies providing more than 500 effect sizes, LEA researchers examined whether learning computer programming is associated with cognitive benefits in other domains. This study tested the bold claims made by educators, policy-makers, and computer scientists that learning to program a computer will help students to become better problem solvers, creative thinkers, and logical reasoners.
Julius K. Björnsson and Rolf V. Olsen edited a book that describes how the results of the international large-scale studies PISA and TIMSS can be interpreted in the context of the Norwegian educational system. In nine chapters, the authors and editors present selected findings from these studies based on the data from almost 20 years and showcase how they may impact education in Norway.
This paper presents a study of teacher candidates' perceptions of the opportunities to enact practice in teacher education courses. The study draws from the data of a cross-country sample (i.e., Chile, Cuba, Finland, Norway, and the USA).
The Northern Lights on TIMSS and PISA 2018 report has just been launched. This report summarizes relevant findings from the two large-scale studies from a Nordic perspective and brings to attention educational issues that are relevant fields for educational researchers, practitioners, and policy-makers.
This paper presents a meta-analysis of the technology acceptance model, a model that explains the intentions to use technology and the actual use by several factors. It further combines meta-analytic procedures with structural equation modeling.
A brand new special issue of the European Journal of Psychology of Education is out, and it is called "Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment".
A brand new special issue of the well renowned journal ZDM is out, and it is called "Assessment in mathematics education: issues regarding methodology, policy and equity".
