The "Wicked Problem" of Assessment: A Mixed Methods Approach to Understanding Formative Assessment in Norway

• In Event: Integration Issues: Highlighting the Hallmark of Mixed Methods Research Designs

Abstract

Greene’s (2007) ‘mixed methods way of thinking’ has established the value of capturing various voices and perspectives—and the differences between them—when studying complex phenomena. First, this paper frames formative assessment in Norwegian education as a ‘wicked problem’ and how the affordances of a mixed methods approach to investigating changes in formative assessment can inform a deeper understanding and provide better solutions to shape such practice. Second, we argue how purposeful integration of different types of data can inform changes in assessment over time, and how acknowledging and valuing multiple voices shape our understanding of complex social phenomena, such as assessment within a given context.

Authors

• Simen Grung, University of Oslo

• Lisbeth M. Brevik, University of Oslo

• Greta Bjork Gudmundsdottir, University of Oslo