Anubha Rohatgi

• Rohatgi, Anubha; Hatlevik, Ove Edvard & Bjørnsson, Julius Kristjan (2022). Supportive climates and science achievement in the Nordic countries: lessons learned from the 2015 PISA study. Large-scale Assessments in Education. ISSN 2196-0739. 10(1), p. 1–28. doi: 10.1186/s40536-022-00123-x. Full text in Research Archive Show summary

  Abstract: Teacher-student interactions are crucial in understanding the role of a supportive climate in instructional practices. The present study investigates the perceptions of 15-year-old Nordic students regarding four aspects of their science class: teacher support, fairness, feedback, and class discipline. Multilevel modelling analysis is used to examine the extent to which a perceived supportive climate can explain variation in the Nordic students’ science achievements. Overall, the main findings based on The Programme for International Student Assessment (PISA) 2015 data from Denmark, Finland, Iceland, Norway, and Sweden indicate that at the student level, perceived feedback from teachers and students perceiving their teachers as fair explains significant variations in science achievement. The study provides practical and theoretical implications about the importance of strong teacher-student relationships in comprehending the concept of a supportive climate.

• Hatlevik, Ove Edvard; Gudmundsdottir, Greta Björk & Rohatgi, Anubha (2021). Digital Downsides in Teacher Education. Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 5(4), p. 123–139. doi: 10.7577/njcie.4227. Full text in Research Archive
• Nortvedt, Guri A.; Bratting, Karianne Berg; Kovpanets, Oksana; Pettersen, Andreas & Rohatgi, Anubha (2020). Improving equity through national-level assessment initiatives. . In Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Ed.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. p. 225–248. doi: 10.1007/978-3-030-61648-9_9. Full text in Research Archive Show summary

  This chapter investigates how a national-level assessment initiative may improve equity in early years numeracy education, taking the Norwegian mapping tests for primary grades 1–3 as an example. Three assessments, one test for each grade level, were launched in the 2013–2014 school year and have been used every year since. In accordance with Nordic model principles, the test content is available to teachers to ensure familiarity with the test content and the formative use of the assessment outcomes to improve teaching and learning for students identified as at risk of lagging behind. Analysis of student data reveals that, 6 years after the first implementation, no inflation can be seen in test scores. Thus, an exposed assessment may remain robust within an educational system that aspires to transparency, such as the Norwegian one. However, analyses of interview data and achievement data reveal that teachers often struggle to use the assessment outcomes to improve teaching. These results suggest that the initiative to improve equity in primary school numeracy education depends on teachers’ assessment literacy. In accordance with Nordic model principles, schools have significant autonomy and are responsible for identifying professional development needs for their teachers. This research confirms the dilemmas in the Nordic model between national-level and local initiatives and responsibilities.

• Rohatgi, Anubha; Bundsgaard, Jeppe & Hatlevik, Ove Edvard (2020). Digital inclusion in Norwegian and Danish schools: Analysing variation in teachers’ collaboration, attitudes, ICT use and students’ ICT literacy. . In Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Ed.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. p. 139–172. doi: 10.1007/978-3-030-61648-9_6. Show summary

  The capability to use digital technologies in an appropriate way has become a fundamental requirement of everyday life and wide adoption of digital technologies has gained a firm footing into the educational systems. Equity is a central goal in the Nordic model and ICT integration policies are warranted at the national level along with massive improvements in ICT infrastructures. The schools in their efforts towards realizing this objective have to integrate digital technology in teaching and learning in such a way that all children are given opportunities to participate in work, life and society. It is thus of interest to study the extent of digital inclusion, by examining the variation in computer and information literacy of students both within and between schools by addressing access and use of ICT in instruction among teachers. Data for the present study comes from 138 schools from Norway (2436 students, 1653 teachers) and 110 schools from Denmark (1767 students, 728 teachers) who took part in the International Computer and Information Literacy Study in 2013. Using a multilevel approach, variations at both levels in student computer and information literacy score and teacher collaboration in ICT use were examined. The results indicate that availability of digital technologies is a significant contributor towards student ICT achievement and teacher collaboration in both countries. There are small differences in computer and literacy score between the schools, while significant variations are noted between the students. Additionally, teachers’ attitudes are found to contribute significantly towards collaboration between teachers.

• Rohatgi, Anubha & Scherer, Ronny (2020). Identifying profiles of students' school climate perceptions using PISA 2015 data. Large-scale Assessments in Education. ISSN 2196-0739. 8(1). doi: 10.1186/s40536-020-00083-0. Full text in Research Archive
• Hatlevik, Ove Edvard; Rohatgi, Anubha & Björnsson, Julius Kristjan (2018). Skoleledernes syn på skoleklima: noen erfaringer fra PISA og TIMSS fra 2003 og 2015. In Björnsson, Julius Kristjan & Olsen, Rolf Vegar (Ed.), Tjue år med TIMSS og PISA i Norge: Trender og nye analyser. Universitetsforlaget. ISSN 978-82-15-03006-7. p. 173–198. doi: 10.18261/9788215030067-2018-09. Full text in Research Archive
• Scherer, Ronny; Rohatgi, Anubha & Hatlevik, Ove Edvard (2017). Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test. Computers in Human Behavior. ISSN 0747-5632. 70, p. 486–499. doi: 10.1016/j.chb.2017.01.034. Full text in Research Archive
• Hatlevik, Ove Edvard & Rohatgi, Anubha (2016). Skoleleders svar på spørsmål i skolespørreskjemaet. In Kjærnsli, Marit & Jensen, Fredrik (Ed.), Stø kurs Norske elevers kompetanse i naturfag,matematikk og lesing i PISA 2015. Universitetsforlaget. ISSN 9788215027470. p. 191–208.
• Kjærnsli, Marit & Rohatgi, Anubha (2016). Læringsmiljøet i skolen. In Kjærnsli, Marit & Jensen, Fredrik (Ed.), Stø kurs Norske elevers kompetanse i naturfag,matematikk og lesing i PISA 2015. Universitetsforlaget. ISSN 9788215027470. p. 172–190.
• Rohatgi, Anubha; Scherer, Ronny & Hatlevik, Ove Edvard (2016). The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test. Computers & Education. ISSN 0360-1315. 102, p. 103–116. doi: 10.1016/j.compedu.2016.08.001.
• Rohatgi, Anubha & Throndsen, Inger (2015). Elevenes IKT-bruk. In Hatlevik, Ove Edvard & Throndsen, Inger (Ed.), Læring av IKT. Elevenes digitale ferdigheter og bruk av IKT i ICILS 2013. Universitetsforlaget. ISSN 978-82-15-02654-1. p. 93–110.
• Lie, Svein; Angell, Carl & Rohatgi, Anubha (2012). Interpreting the Norwegian and Swedish trend data for physics in the TIMSS Advanced Study. Nordic Studies in Education. ISSN 1891-5914. 32(3/4), p. 177–195.
• Angell, Carl; Lie, Svein & Rohatgi, Anubha (2011). TIMSS Advanced 2008: Fall i fysikkompetanse i Norge og Sverige. Nordic Studies in Science Education. ISSN 1504-4556. 7(1), p. 17–31. doi: 10.5617/nordina.244.

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• Lie, Svein; Angell, Carl & Rohatgi, Anubha (2010). Fysikk i fritt fall? TIMSS Advanced 2008 i videregående skole. Unipub forlag. ISBN 978-82-7477-468-1. 233 p.

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• Gudmundsdottir, Greta Björk; Rohatgi, Anubha; Giæver, Tonje Hilde & Mifsud, Louise (2020). Sharing good practices across Europe when developing ICT in teacher education (DICTE). Show summary

  This report documents different practices at the University of Valencia, University of Malta, University of Limerick, University of Oslo and Oslo Metropolitan University. Each institution has identified examples of good practices in developing ICT in teacher education and elaborated on how they relate to the PEAT model (DICTE 2019) developed by the DICTE project (pedagogical, ethical, attitudinal and technical dimensions. The dimensions in the PEAT model describe student-teachers’ and teachers’ professional digital competence. The PEAT model was developed through a systematic review of literature which also reviewed current models of teachers’ digital competence. The PEAT model emerged as a result of this review (McGarr & McDonagh, 2019; DICTE 2019). Project members have aimed to identify good practices, ranging from organisational practices on a macro-level to hands-on classroom practices on a micro-level keeping in mind the strengths in each institution as well as areas of shortcomings. Through discussions and reflections in the DICTE project team, members are encouraged to adapt practices across institutions after adjustments and improvements in the existing practices. This provides a huge opportunity to learn from each other, and further develop current practices for better integration of ICT in teacher education.

• Nortvedt, Guri A. & Rohatgi, Anubha (2016). The teacher as a stakeholder in utilizing an assessment for learning tool.
• Nortvedt, Guri A. & Rohatgi, Anubha (2016). Improving schools? The potential outcome of principal and teacher collaboration on a mapping test for primary school students?
• Angell, Carl; Lie, Svein & Rohatgi, Anubha (2011). The role of mathematics in physics- findingd from TIMSS Advanced.
• Giæver, Tonje Hilde; Mifsud, Louise; Engen, Bård Ketil; Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard & Camilleri, Patrick [Show all 13 contributors for this article] (2020). DiCTE Questionnaire Report - Output 2. OsloMet - storbyuniversitetet.
• Jensen, Fredrik; Pettersen, Andreas; Frønes, Tove Stjern; Kjærnsli, Marit; Rohatgi, Anubha & Eriksen, Anna [Show all 7 contributors for this article] (2019). PISA 2018. Norske elevers kompetanse i lesing, matematikk og naturfag. Universitetsforlaget. ISSN 9788215037356.
• Nortvedt, Guri A. & Rohatgi, Anubha (2018). Kartleggingsprøver i regning for 1. – 3. trinn, våren 2017. Universitetet i Oslo.
• Nortvedt, Guri A. & Rohatgi, Anubha (2018). Rapport fra skolelederundersøkelsen. Om Osloskolenes bruk av kartleggingsprøver i regning for småtrinnet . Universitetet i Oslo. ISSN 978-82-93292-05-0. Full text in Research Archive
• Nortvedt, Guri A.; Rohatgi, Anubha & Pettersen, Andreas (2015). Kartleggingsprøver i regning for 1. – 3. trinn, våren 2015. Universitetet i Oslo.
• Ottestad, Geir; Throndsen, Inger; Hatlevik, Ove Edvard & Rohatgi, Anubha (2014). Digitale ferdigheter for alle? Norske resultater fra ICILS 2013. Senter for IKT i utdanningen/Institutt for lærerutdanning og skoleforskning. ISSN 978-82-93378-09-9.
• Grønmo, Liv Sissel; Onstad, Torgeir; Pedersen, Ida Friestad; Lie, Svein; Angell, Carl & Rohatgi, Anubha (2009). Matematikk og fysikk i videregående skole. "Et skritt tilbake". Institutt for lærerutdanning og skoleutvikling.
• Grønmo, Liv Sissel; Onstad, Torgeir; Pedersen, Ida Friestad; Lie, Svein; Angell, Carl & Rohatgi, Anubha (2009). Mathematics and Physics in Upper Secondary School. "One step back". Institutt for lærerutdannng og skoleutvikling.

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