Johan Per Ivar Bo Bredberg

• 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; 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.

• Bredberg, Johan Per Ivar Bo & Nordbakke, Monica (2023). "Du får en mye mer 'hands-on-feeling' på hva du bruker matematikken til". I Motzfeldt, Gitte Cecilie; Næsje, Ragnhild Louise; Häggström, Margaretha; Berggren, Stein Arnold & Karlsen, Kristine Høeg (Red.), Storyline i ungdomsskolen og i videregående opplæring: En pluralistisk og kritisk tilnærming til bærekraft. Universitetsforlaget. ISSN 9788215060941. s. 199–219. Fulltekst i vitenarkiv
• Bredberg, Johan Per Ivar Bo & Bredberg, Anders (2021). Centenarians may hold a key to continued rise of human longevity. Proceedings of the National Academy of Sciences of the United States of America (PNAS). ISSN 0027-8424. 118(32). doi: 10.1073/pnas.2110032118. Fulltekst i vitenarkiv
• Baltzersen, Rolf Kristian & Bredberg, Johan Per Ivar Bo (2021). Digital Technologies and Online Learning in Primary Education (Norway). Bloomsbury Education and Childhood Studies. doi: 10.5040/9781350993716.011. Fulltekst i vitenarkiv
• Bredberg, Johan Per Ivar Bo (2020). The role of mathematics and thinking for democracy in the digital society. Policy Futures in Education. doi: 10.1177/1478210319899242. Fulltekst i vitenarkiv
• Henriksson, Gunnel; Bredberg, Johan Per Ivar B; Wullt, Marlene; Lyrenäs, Ebbe; Hindorf, Ulf & Ohlsson, Björn [Vis alle 7 forfattere av denne artikkelen] (2019). Humoral response to Clostridium difficile in inflammatory bowel disease, including correlation with immunomodulatory treatment. Journal of Gastroenterology and Hepatology Open (JGH Open). 3(2), s. 154–158. doi: 10.1002/jgh3.12122. Fulltekst i vitenarkiv Vis sammendrag

  Background and Aim: An abnormal immune response to intestinal bacteria has been observed in Crohn’s disease (CD). Clostridium difficile infection incidence and severity are increased in CD, but reports on the humoral response have provided conflicting results. We aimed to shed light on the possible role of C. difficile in CD pathogenesis by paying attention to the influence of immunomodulatory treatment on the humoral response. Methods: A total of 71 consecutive outpatients with CD, 67 with ulcerative colitis (UC), and 121 healthy controls were analyzed for serum IgA and IgG to C. difficile toxins A and B. Results: IgA levels were similar in all study groups. IgG to toxin A was increased similarly in CD and UC (P = 0.02 for both). In contrast, IgG to toxin B was elevated only in CD patients not receiving disease-modifying anti-inflammatory bowel disease drugs (DMAID) (n = 16) (P = 0.0001), while the CD medication subgroup (n = 47) had a level similar to healthy controls. The UC results were not influenced by DMAID treatment. Conclusion: Our findings add support to the idea of a disturbed interaction between intestinal cells and the microbiota being part of the CD disease mechanism. An abnormal immune response to C. difficile toxin B may be a critical component of this interaction.

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• 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; 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
• Lockhart-Pedersen, Virginia Jean; Karlsen, Kristine Høeg; Motzfeldt, Gitte Cecilie; Næsje, Ragnhild Louise; Pilskog, Hanne Eik & Halstvedt, Camilla Blikstad [Vis alle 7 forfattere av denne artikkelen] (2022). Professional Development _ Storyline in Teacher education. Fulltekst i vitenarkiv
• Bredberg, Johan Per Ivar Bo; Nordahl-Hansen, Anders Johan & Smedsrud, Jørgen Hammer (2020). Evnerike elever og spesialundervisning. Fulltekst i vitenarkiv
• Bredberg, Johan Per Ivar Bo (2019). Divide and conquer (matematikkforedrag). Fulltekst i vitenarkiv

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