Sima Caspari-Sadeghi

• Caspari-Sadeghi, Sima (2026). Large Language Models in Mathematics Education: Practitioners as Pedagogical Prompt Engineers. Journal of Higher Education Theory and Practice (JHETP). ISSN 2158-3595. 26(4), s. 16–26. doi: 10.33423/7csntx42. Fulltekst i vitenarkiv Vis sammendrag

  Effective classroom integration of large language models (LLMs) requires domain-specific Prompt Engineering (PE) competence among teachers and students. Existing PE literature remains largely technical or cross-disciplinary, offering limited guidance for mathematics education, where LLMs continue to struggle with mathematical reasoning. This paper proposes a pedagogically grounded framework that positions educators as pedagogical prompt engineers who scaffold students’ interactions with LLMs through discipline-specific prompting practices. The framework provides structured classroom exemplars to enhance mathematical reasoning, conceptual understanding, and critical evaluation of AI-generated outputs. By fostering critical AI literacy and human-centered inquiry, it supports deeper, reflective, and ethical engagement with intelligent technologies.

• Caspari-Sadeghi, Sima; Bredberg, Johan Per Ivar Bo; Forster-Heinlein, Brigitte; Proel, Moritz & Jemai, Khaled Ben Latief (2026). Developing Assessment Literacy in Mathematics Instructors: Enhancing Professional Judgement in Higher Education. European Journal of Mathematics and Science Education (EJMSE). 7(2), s. 71–86. doi: 10.12973/ejmse.7.2.71. Fulltekst i vitenarkiv Vis sammendrag

  Teacher assessment literacy has been a focal point in educational policy, practice, and research for decades. While extensive literature exists on assessment literacy among K-12 teachers, empirical studies exploring its development among higher education faculty remain limited. This study addresses this gap by investigating how university mathematics educators in Germany and Norway enhanced their professional judgement of student work through a discipline-specific, classroom-embedded, and participatory professional development initiative. Drawing on theoretical models of teacher assessment competency and situated professional judgement, this research offers insights into fostering assessment literacy within higher education contexts. Educators collaboratively designed and implemented various assessment-for-learning interventions—such as rubrics and exemplars—and engaged in systematic inquiry through focused observation, field notes, and questionnaires. To deepen their professional judgement, educators conducted structured analyses of student work using cognitive commentary and think-aloud protocols. Inter-rater reliability checks were used to ensure consistency in their judgements. Findings from a follow-up focused group showed that educators’ assessment competence is highly context-dependent and discipline-specific. Their judgements were shaped by ongoing compromise and negotiation of factors like personal beliefs, pedagogical content knowledge, i.e., their knowledge of curriculum, expected learning progression, and learners. These findings support previous research on the adaptive nature of assessment competence and highlight the need for tailored, evidence-based professional development opportunities in assessment for higher education faculty.

• Caspari-Sadeghi, Sima (2026). Adaptive learning systems: leveraging generative artificial intelligence for optimal adaptivity. I Tømte, Cathrine Edelhard; Barman, Linda & Wasson, Barbara (Red.), Handbook of Learning Analytics and Adaptive Learning in Schools. Edward Elgar Publishing. ISSN 9781035330669. s. 21–34. doi: 10.4337/9781035330676. Fulltekst i vitenarkiv Vis sammendrag

  This timely Handbook explores the use of emerging digital technologies in education, demonstrating how learning analytics, adaptive technologies and artificial intelligence can be implemented to achieve pedagogical goals. As digital technologies become integral to education, chapters discuss how the focus is shifting from whether to use these tools, to how they can best support teaching and learning. Contributors address concerns surrounding data privacy, transparency and practical use, emphasising the importance of professional development and collaboration among educators, leaders and stakeholders. Drawing on empirical insights, chapters highlight the potential of learning analytics and adaptive learning to personalise education and improve outcomes for all students. This insightful Handbook promotes thoughtful policy, robust infrastructure and a thorough understanding of the professional and ethical contexts in which these tools are deployed. The Handbook of Learning Analytics and Adaptive Learning in Schools is an essential resource for scholars and students interested in educational technology, particularly those exploring the impact of data mining and learning analytics. It is also highly beneficial for educators and policymakers looking to ensure these emerging tools are used purposefully and in alignment with curriculum goals.

• Caspari-Sadeghi, Sima (2026). Artificial Intelligence literacy for teacher educators: a holistic curriculum for capacity-building in higher education. Frontiers in Education. 11, s. 1–11. doi: 10.3389/feduc.2026.1745768. Fulltekst i vitenarkiv Vis sammendrag

  The emerge of Generative Artificial Intelligence (GenAI) sparked diverse reactions within the educational sector, from enthusiasm to prohibition. The core question is no longer whether educators should use GenAI, but rather what skills, knowledge, and mindset they need to use AI effectively and responsibly. Educational AI literacy focuses on the competencies educators must develop to understand, utilize, and critically evaluate AI in teaching, learning, and assessment. However, fostering educational AI literacy requires more than simply identifying and defining necessary competencies; existing literature does not adequately address providing a comprehensive curriculum for developing AI literacy in educational contexts. Drawing on an integration of conceptual theory, empirical research, and the author's extensive experience in faculty development across diverse international contexts, this conceptual paper introduces a holistic, participatory, and inquiry-driven curriculum framework for developing AI literacy among teacher educators in higher education. The synergy of these three sources of knowledge ensures a theoretically grounded and practically relevant foundation for the framework's design. Developed through an iterative process of design, implementation, and evaluation, the framework offers structured guidance for creating, embedding, and assessing AI literacy initiatives responsive to the unique needs and institutional contexts of higher education settings. Rather than prescribing a fixed hierarchical sequence, the framework is intentionally designed as a flexible blueprint—an open-ended roadmap, where the curriculum's depth and breadth can be adapted to an institution's AI-readiness and its broader mission regarding educators’ expected AI proficiency or mastery. Additionally, the analytical study addresses potential implementation challenges, strategies to mitigate them, and implications for stakeholders.

• Caspari-Sadeghi, Sima; Forster-Heinlein, Brigitte; Proell, Moritz; Bredberg, Johan Per Ivar Bo & Jemai, Khaled Ben Latief (2026). Fostering evaluative judgement in mathematics: involving students in evaluation. International Journal of Mathematical Education in Science and Technology. ISSN 0020-739X. s. 1–18. doi: 10.1080/0020739x.2026.2625811. Fulltekst i vitenarkiv Vis sammendrag

  A fundamental goal of higher education is to develop students’ life-long learning capability. There is growing evidence that classroom assessment practises impact students’ approaches to learning, academic outcomes and future learning. This study explores how fostering students’ evaluative judgement competence – the capability to judge the quality of work of self and others – can enhance mathematics learning through carefully designed assessments which are both sustainable and transferable to future learning and job-related contexts. Using interventions such as exemplars, rubrics, feedback, self-assessment and peer assessment, students were provided with learning opportunities to practise evaluative judgement by understanding, justifying and producing work based on pre-defined quality standards and criteria. Data were collected over two semesters from undergraduate mathematics courses in Norway and Germany, examining three aspects of learning outcomes: (a) cognitive outcomes (e.g. student-generated artefacts), (b) affective outcomes (students’ motivation and satisfaction) and (c) behavioural outcomes (e.g. engagement). The findings suggest that evaluative judgement interventions had a positive overall impact on academic performance. However, the effectiveness and extent of these interventions varied depending on factors such as students’ characteristics and assessment cultures. The results can inform future research and practises to cultivate Self-Regulated Leaning (SRL) and evaluative judgement in mathematics education.

• Forster-Heinlein, Brigitte; Epperlein, Hella; Mille, Elena & Caspari-Sadeghi, Sima (2023). Three Easy Ways to Foster Self-assessment in STEM Education. IEEE Global Engineering Education Conference, EDUCON. ISSN 2165-9559. doi: 10.1109/GECon58119.2023.10295119. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2023). Artificial Intelligence in Technology-enhanced Assessment: A Survey of Machine Learning. Journal of Educational Technology Systems. ISSN 0047-2395. doi: 10.1177/00472395221138791. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2023). Learning assessment in the age of big data: Learning analytics in higher education. Cogent Education. doi: 10.1080/2331186X.2022.2162697. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima; Mille, Elena; Epperlein, Hella & Forster-Heinlein, Brigitte (2023). Democratizing Assessment for Sustainable Learning in Mathematics Instruction: Giving Students Agency in Classroom Research. IEEE Global Engineering Education Conference, EDUCON. ISSN 2165-9559. doi: 10.1109/EDUCON54358.2023.10125218. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2022). Applying Learning Analytics in Online Environments: Measuring Learners’ Engagement Unobtrusively. Frontiers in Education. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2022). Teaching Expertise in Context: How to Evaluate Teacher’s Situated Cognition? Higher Education Evaluation and Development (HEED). ISSN 2514-5789. doi: 10.1108/HEED-06-2022-081. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima; Forster-Heinlein, Brigitte; Mille, Elena & Epperlein, Hella (2022). Stimulating Reflection through Self-Assessment: Certainty Based Marking (CBM) in Online Mathematics Learning. Mathematics Teaching-Research Journal (MTRJ). Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima; Forster-Heinlein, Brigitte; Jutta, Mägdefrau & Bachl, Lena (2021). Sustainable E-Assessment in Mathematics Instruction. I Kollosche, David (Red.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference. International Mathematics Education and Society (MES). ISSN 9783347398825. doi: 10.5281/zenodo.5387708. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima; Forster-Heinlein, Brigitte; Jutta, Mägdefrau & Bachl, Lena (2021). Student-generated Questions (SGQ): Developing Mathematical Competence through Online Assessment. International Journal for the Scholarship of Teaching & Learning. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima & König, Johannes (2018). On the Adequacy of Expert Teachers: From Practical Convenience to Psychological Reality. International Journal of Higher Education. ISSN 1927-6044. doi: 10.5430/ijhe.v7n5p1. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2014). High-stake Test Preparation Courses: Washback in Accountability Contexts. Journal of Education and Human Development (JEHD). ISSN 2334-296X. 3(1), s. 17–27. doi: https:/scispace.com/pdf/high-stake-test-preparation-courses-washback-in-3h4lz7yp5y.pdf. Fulltekst i vitenarkiv Vis sammendrag

  Giventhe increasing public demands for preparation courses, the purpose of this study was to discover how high-stakes testing influenced preparation courses. To achieve this end, concepts from Structuration Theory and Washback Hypothesis were employed. The study was conducted with four instructors teaching at the preparation courses for TOEFL and IELTS in Iran. An interpretive ethnographic case study was conducted through observation and field notes to gather data about how high-stakes testing affected teachers' curriculum and methodology. In order to keep observation focused and directed, University of Cambridge Observation Scheme (UCOS) was also used. The scheme was utilized to solely focus on the extent to which the course was test-oriented. The results indicated that teachers were constantly encountered with challenging questions which led to variations in their responses to tests' pressures.

• Caspari-Sadeghi, Sima; Ketabi, Saeed; Tavakoli, Mansoor & Sadeghi, Moslem (2011). Application of Critical Classroom Discourse Analysis (CCDA) in Analyzing Classroom Interaction. English Language Teaching. ISSN 1916-4742. 5(1), s. 166–173. doi: 10.5539/elt.v5n1p166. Fulltekst i vitenarkiv
• Tavakoli, Mansoor & Caspari-Sadeghi, Sima (2011). An Inquiry-based Approach toward Teacher Professionalism: Trichotomous Model of Critical Ethnography. Reflective Practice. ISSN 1462-3943. 12(3), s. 361–374. doi: 10.1080/14623943.2011.571867. Fulltekst i vitenarkiv Vis sammendrag

  Self‐directed professionalism, which manifests itself in the dual goals of classroom efficacy and teacher professional efficacy, could be best promoted via Critical Ethnography. This emancipatory praxis applied critical ethnography as viable pedagogical tools in self‐directed teacher professional development. Over a period of nine months at a university in Iran, the teacher, working collaboratively with 23 learners, assumed the role of critical ethnographer. Data were triangulated from different sources: classroom observation; critical content analysis of materials; and semi‐structured interviews. The analysis of in situ data suggested a local critical ethnography that is informed by EFL local exigencies and dialogical methods. This trichotomous model of critical ethnography consists of Self‐reflexivity, Multivocality and Transformative Praxis. Through narration and journal logs, participants gained awareness for their role in maintaining and reproducing the status quo (self‐reflexivity). Diverse and contradictory voices in giving solutions to confront dominant ideologies were encouraged through classroom group discussion (multivocality). Eventually, participants endeavoured to act as the agents of social changes via interrogating and resisting the status quo (transformative praxis).

• Caspari-Sadeghi, Sima & Ketabi, Saeed (2009). From Liberal Ostriches to the Transformative Intellectuals: an Alternative Role for Iranian Critical Pedagogues. English language teacher education and development. ISSN 1365-3741. 12(1), s. 52–61. doi: https:/www.elted.net/uploads/7/3/1/6/7316005/v12_6sedeghi-ketabi.pdf. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2008). Critical Pedagogy in an EFL Teaching Context: An ignis fatuus or an Alternative Approach? The Journal for Critical Education Policy Studies. ISSN 2051-0969. Fulltekst i vitenarkiv

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• Caspari-Sadeghi, Sima (2026). Artificial intelligence (AI) in scientific research. doi: https:/www.hiof.no/forskning/satsingsomrader/det-digitale-samfunn/aktuelt/arrangementer/open-seminar-the-role-of-artificial-intelligence-i.html. Fulltekst i vitenarkiv Vis sammendrag

  The Role of Artificial Intelligence in the Research Processes – Data analysis and beyond.

• Caspari-Sadeghi, Sima; Bredberg, Johan Per Ivar Bo & Jemai, Khaled Ben Latief (2026). Matematik: kollegiala samtal för att förbättra professionell bedömning i matematik. doi: http:/matematikdidaktik.org/index.php/valkommen-till-madif-15/. Fulltekst i vitenarkiv Vis sammendrag

  Denna presentation ger en översikt över ett internationellt samarbetsprojekt som syftar till att stärka professionell bedömning i matematik. Inom utbildning syftar professionell bedömning på användandet av kunskap, färdigheter, erfarenhet eller intuition för att uppfatta och utvärdera kvalitet, styrkor och svagheter i studenters arbeten. Bedömning är den grundläggande basen för lärares pedagogiska beslut och handlingar i klassrummet (Poskitt och Mitchell, 2012). Trots att det finns omfattande forskning om professionell bedömning bland lärare i grund- och gymnasieskolan, saknas det i stor utsträckning empiriska studier som undersöker hur universitetslärare i matematik bedömer studenters matematiska resonemang och prestationer. Med hjälp av teoretiska ramverk för lärares bedömningskompetens (Xu och Brown, 2016) samt bedömnings- och beslutsfattandeprocesser (Borko et al., 2008), adresserar denna studie denna forskningslucka genom: (a) ett deltagarbaserat kompetensutvecklingsinitiativ som främjar tillförlitlig och konsekvent bedömning genom modererade, strukturerade matematiska samtal mellan kollegor, samt (b) en undersökning av vilka utmaningar lärare möter när de bedömer studentarbeten i matematik. Genom att betona samarbete och dialog mellan matematiker främjar projektet kommunikativa praxis som kan stärka kvaliteten på professionell bedömning i matematikundervisningen.

• Caspari-Sadeghi, Sima (2026). Artificial Intelligence, science, and the kill chain – The Faculty of Teacher Education and Languages – Høgskolen i Østfold. Fulltekst i vitenarkiv Vis sammendrag

  COMMENTARY. In this commentary, Dr. Sima Caspari-Sadeghi reflects on how AI is transforming both scientific research and modern warfare — and why the academic community can no longer afford to stay on the sidelines.

• Caspari-Sadeghi, Sima (2025). Habilitation Thesis: Technology-enhanced (AI) & Formative Assessment. doi: https:/www.ub.uni-passau.de/. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima; Bredberg, Johan Per Ivar Bo; Jemai, Khaled Ben Latief; Forster-Heinlein, Brigitte & Proell, Moritz (2025). Sustainable assessment-for-learning in mathematics: Developing students’ self-regulated learning. doi: https:/aea-europe.net/26th-annual-conference-of-the-association-for-educational-assessment-europe/. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2024). Revolutionizing education with AI: Insights from Sima Caspari-Sadeghi – The Faculty of Teacher Education and Languages – Høgskolen i Østfold. [Internet]. Høgskole i Østfold. Fulltekst i vitenarkiv Vis sammendrag

  Associate Professor Sima Caspari-Sadeghi, one of the recent additions to Østfold University College, is breaking new ground in the field of AI and Education. Her research focuses on integrating AI with psychometrics to better understand and improve learning processes, drawing from over 16 years of experience in academia.

• Caspari-Sadeghi, Sima (2024). Eine Meta Aktionsforschung: Evidenzbasierte Bewertung mehrerer, longitudinaler Aktionsforschungsprojekte. doi: https:/www.uni-bielefeld.de/fakultaeten/erziehungswissenschaft/weos/transfer/veranstaltungen-zum-jubil/carn-dach/programm/freitag/1.5_Caspari.pdf. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima & Jutta, Mägdefrau (2024). Diversity Factors in Teacher Professional Development. doi: https:/www.earli.org/sig-11-13-conference-2024. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2024). Validating AI-based Scoring Engines: What does the Machine Measure? doi: https:/www.nora.ai/nora-events/annual-conference-2024/program.html. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2024). Integrating Multimodal GenAI in Adaptive Instructional Systems: Opportunities & Challenges. Udforsk:Nordic Conference on AI Research in the Education. doi: https:/www.uia.no/english/about-uia/faculty/humanities-and-education/events/course-conference-seminar/abstracts_udforsk_ai_24.pdf. Fulltekst i vitenarkiv
• Mägdefrau, Jutta; Köstler, Verena & Caspari-Sadeghi, Sima (2023). Action Research in der Hochschullehre. Methoden und Befunde. Empirische Pädagogik. ISSN 0931-5020. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2022). Future(s) of Action Research: How can Action Research Survive Artificial Intelligence and Big Data Era? doi: https:/carnconference2022.wordpress.com/. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima & Jutta, Mägdefrau (2022). Multimedia-integrated Assessment: Using Digital Media in Assessment for Learning (AfL). doi: https:/www.eua.eu/events/eua-events/2022-eua-annual-conference.html. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2022). Technology-enhanced Assessment of Mathematical Competence: How Machine Learning is Changing the Measurement Paradigm? doi: https:/www.uni-hildesheim.de/dgps2022/wp-content/uploads/2022/09/52._DGPs-Kongress_2022_Programm_Stand20220915_kl.pdf. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima; Forster-Heinlein, Brigitte; Mille, Elena & Epperlein, Hella (2022). Confidence-based Marking: Fostering Self-Regulated Learning in Online Mathematics Learning. doi: https:/meetings.siam.org/program.cfm?CONFCODE=ed22. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima & Jutta, Mägdefrau (2022). Data-Informed Decision-Making in Higher Education: Evidence-based Evaluation of Digital Learning. doi: https:/drexel.edu/graduatecollege/news-events/news/2022/June/Present%20at%20the%209th%20Annual%20Drexel%20Assessment%20Conference/. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima & Sailer, Maximilian (2022). Digitally-enhanced Feedback. doi: https:/isetl.org/publications/. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2021). Promoting Self-regulated Learning via Online Self-Assessment. doi: https:/www.aalhe.org/conference-proceedings. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2021). Caspari-Sadeghi, S. (2021). Artificial Intelligence (AI) in Mathematics Assessment. doi: https:/www.uni-passau.de/en/dmv-oemg-annual-conference-2021. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2021). PeerWise: Effective Digital Assessment through Peer Feedback. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2021). Digital Storytelling as a Technology-enhanced Assessment Technique. doi: https:/2021.aea-europe.net/. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2021). Learning Analytics: Assessing Students’ Engagement in Online Environments. doi: https:/i-he2026.exordo.com/programme/sessions/2026-10-28. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima; Egbert, Maria; Yufu, Mamiku & Hirataka, Fumiya (2013). Glossing, transliterating and translating interactional data on languages other than English for international publication. International Pragmatics Conference : Abstracts. 13(1), s. 1–5. Fulltekst i vitenarkiv Vis sammendrag

  In the area of pragmatics the numbers of studies on non-English data has been increasing. For the career of most researchers, it is highly desirable to publish internationally, and thus in English. When researchers transcribe and gloss non-English data for publications in English, they often need to make practical decisions that have an impact on the analysis and presentation of results. This paper argues methodologically that non-English data should be treated more faithfully. The paper starts by examining how researchers in different fields of pragmatics have handled this issue and what problems result from the current ‘mainstream’ way. Most authors make their decisions on a case-by-case basis, considering the publisher’s requirements, possibly taking space requirements into account, and most importantly, balancing the trade-off between precision in the data display and the readability of the transcript. Though most studies noted that a perfect translation is impossible, and grammatical glossing or descriptions are added to account for what is lost in the English translation, there are also relevant characteristics that are missing in the glossing process. The paper then addresses three major problems the authors have encountered in publishing in English on conversational data in three linguistically and pragmatically different languages (Japanese, Persian, German), and in conversations between native and nonnative speakers (e.g. Brazilians speaking Japanese). 1) Regarding the layout of the transcription it is of concern whether the original writing system should be preserved. The transcript would thus include the original writing system, a transliteration, a gloss and an approximate translation. For Persian, the original right-to-left writing direction collides with English, for example in marking overlap. For Japanese, the Latinized transliteration cannot show variations in pronunciation which are relevant to the analysis. (2) When preparing English glosses, there are specific phenomena such as cut-off, which are problematic to translate. Likewise, it is difficult to represent learner constructions. (3) The most troubling difficulty for the authors lies in the decision of whether, or how much, of the culture-specific context and participants’ perspectives should be included. In particular, validity in conversation analysis is based on showing analytically what aspects of interactional conduct and the participation framework are made relevant by the participants. The paper shows that what is perceived as meaningful aspects of the language and interaction to the participants may depend on the researchers’ cultural knowledge. The authors conclude with a discussion of the researcher's dilemma that a faithful display of the original data with a high degree of precision in preserving the original language as much as possible in transcribing, transliterating, glossing and translating reduces the readability of the transcript, and may even lead to difficulties in publishing the work. The authors argue for more radical solutions in order to increase the integrity of the data.

• Caspari-Sadeghi, Sima (2008). Teachers as critical pedagogues. doi: https:/www.fe.hku.hk/clear/doc/ESEA2008PublicityFlyer4Dec07.pdf. Fulltekst i vitenarkiv
• Caspari-Sadeghi, Sima (2012). Teacher professionalism in assessment in high-stake testing contexts. University of Isfahan. doi: https:/ui.ac.ir/en. Fulltekst i vitenarkiv

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