Assessment: Complex concept and complex practice

The aim of this article is to clarify some key concepts in the current Norwegian discourse on assessment, the importance of which is essential in working with teachers on developing competence in assessment for learning. Competence is reflected in teachers’ assessment practice, which includes the ability to design a cohesive assessment activity. This is a complex task, which is illustrated by two scenarios presenting the link between the many decisions teachers have to make during the process. The article argues that teachers’ competence in assessment is related to making appropriate decisions in a specific context with a clear purpose of assessment in mind.