Together with Anne Mangen and colleagues at the Norwegian Reading Centre, I am responsible for developing the nation-wide reading assessment test for 5th graders in Norway. Educational authorities demand that the paper-based reading test be digitalised in near future. We are weary of the consequences of this change, and whether our tests will actually measure the same construct of reading when the reading (and the childrens’ responses) occur on screen (and on keyboards). We have therefore been allowed to run a double pilot including two versions of such a reading test in both paper and electronical reading tests applied (in four conditions) in Norway in the autumn of 2015 (eventually, this pilot will determine what the national reading assessment test will look like in 2016). The results will tell us more about whether the format/technology (paper versus digitial) in which reading occurs, have any effects on reading comprehension of 10-year olds in Norway.
I am also interested in the field of WG1, as I used to be a teacher in the upper secondary school of Norway, and I find PISA and other international assessments intriguing. Anne Mangen and myself are currently trying to test, and develop scales for testing, literary reading among students in a local teachers’ college. However, we have not included technology/format (digital versus paper) among the factors in this study.