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The Role of Assessment in Teachers' Curriculum Making: Insights from Norwegian History Teachers

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Title: The Role of Assessment in Teachers' Curriculum Making: Insights from Norwegian History Teachers
Language: English
Authors: Thomas Leming Grønset (ORCID 0009-0004-9499-2916), Liv Eide (ORCID 0000-0001-8914-7014), Edel Karin Kvam (ORCID 0000-0001-9165-6811)
Source: Curriculum Journal. 2026 37(2):405-421.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, History Instruction, Secondary School Teachers, National Curriculum, Curriculum Development, Student Evaluation, Evaluation Methods, Guidelines, Skill Development, Tests, Expectation, Integrity, Competence
Geographic Terms: Norway
DOI: 10.1002/curj.70009
ISSN: 0958-5176
1469-3704
Abstract: Assessment is a fundamental aspect of teaching, but how does it shape teachers' curriculum making? While research has explored the impact of competence- and outcome-oriented ideas on teachers' curriculum making, less attention has been given to how these ideas manifest in teachers' assessment practices, further shaping their interpretation of curriculum guidelines. This qualitative study examines how assessment conditions teachers' curriculum making, drawing on interviews with 18 upper secondary history teachers in Norway. Findings reveal that assessment significantly shapes teachers' priorities as curriculum makers. Teachers report that their assessment practices are driven by navigating a core tension within the national curriculum (LK20): balancing between developing students' skills and capabilities (competence-orientation), while ensuring that these are grounded in disciplinary knowledge content (content orientation). In addition, the findings highlight how the exam emerges as a dominant influence, shaping both content selection and assessment strategies throughout the school year. Teachers view the exam as a pivotal moment where disciplinary boundaries are negotiated with external examiners, intensifying the core tension in LK20. They emphasise the importance of dialogue and collaboration to align expectations and uphold assessment integrity. The study contributes to the ongoing discussion of how teachers' curriculum making is conditioned by outcome-oriented ideas and shaped by a hybrid competence discourse.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503392
Database: ERIC
FullText Text:
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  Data: The Role of Assessment in Teachers' Curriculum Making: Insights from Norwegian History Teachers
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  Data: <searchLink fieldCode="AR" term="%22Thomas+Leming+Grønset%22">Thomas Leming Grønset</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-9499-2916">0009-0004-9499-2916</externalLink>)<br /><searchLink fieldCode="AR" term="%22Liv+Eide%22">Liv Eide</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8914-7014">0000-0001-8914-7014</externalLink>)<br /><searchLink fieldCode="AR" term="%22Edel+Karin+Kvam%22">Edel Karin Kvam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9165-6811">0000-0001-9165-6811</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Curriculum+Journal%22"><i>Curriculum Journal</i></searchLink>. 2026 37(2):405-421.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 17
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22History+Instruction%22">History Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22National+Curriculum%22">National Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Integrity%22">Integrity</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
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  Data: 10.1002/curj.70009
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  Data: 0958-5176<br />1469-3704
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  Data: Assessment is a fundamental aspect of teaching, but how does it shape teachers' curriculum making? While research has explored the impact of competence- and outcome-oriented ideas on teachers' curriculum making, less attention has been given to how these ideas manifest in teachers' assessment practices, further shaping their interpretation of curriculum guidelines. This qualitative study examines how assessment conditions teachers' curriculum making, drawing on interviews with 18 upper secondary history teachers in Norway. Findings reveal that assessment significantly shapes teachers' priorities as curriculum makers. Teachers report that their assessment practices are driven by navigating a core tension within the national curriculum (LK20): balancing between developing students' skills and capabilities (competence-orientation), while ensuring that these are grounded in disciplinary knowledge content (content orientation). In addition, the findings highlight how the exam emerges as a dominant influence, shaping both content selection and assessment strategies throughout the school year. Teachers view the exam as a pivotal moment where disciplinary boundaries are negotiated with external examiners, intensifying the core tension in LK20. They emphasise the importance of dialogue and collaboration to align expectations and uphold assessment integrity. The study contributes to the ongoing discussion of how teachers' curriculum making is conditioned by outcome-oriented ideas and shaped by a hybrid competence discourse.
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  Data: EJ1503392
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        Value: 10.1002/curj.70009
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 405
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: History Instruction
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: National Curriculum
        Type: general
      – SubjectFull: Curriculum Development
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Evaluation Methods
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      – SubjectFull: Guidelines
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      – SubjectFull: Skill Development
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      – SubjectFull: Tests
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      – SubjectFull: Expectation
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      – SubjectFull: Integrity
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      – SubjectFull: Competence
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      – SubjectFull: Norway
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      – TitleFull: The Role of Assessment in Teachers' Curriculum Making: Insights from Norwegian History Teachers
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