Teachers’ Assessment Literacy in Multidisciplinary Learning in Finland – a Phenomenographic Approach to Teachers’ Perceptions

Teachers’ Assessment Literacy in Multidisciplinary Learning in Finland – a Phenomenographic Approach to Teachers’ Perceptions

Assessment literacy is an essential part of a teacher’s pedagogical competence in Finland, but is an area of challenge and tensions. It develops during the teacher’s entire career, and is both context-independent and linked to internal factors. Multidisciplinary learning in schools promotes learning...

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Bibliographic Details
Main Authors: Ulla Hietamäki, Heidi Harju-Luukkainen, Minna Maunula
Format: Article
Language:English
Published: Cappelen Damm Akademisk NOASP 2025-05-01
Series:Nordic Studies in Education
Subjects:
assessment literacy
learning assessment
multidisciplinary learning
primary school teachers
phenomenography
Online Access:https://noredstudies.org/index.php/nse/article/view/6970
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