Navigating assessment practices in a high-trust context: the relationship between self-efficacy for classroom assessment and policy engagement in Norway

Self-efficacy for classroom assessment, which targets teachers’ beliefs about their ability to deliver such high-quality assessments, predicts teachers’ assessment repertoire and use of policy documents. The link between self-efficacy for classroom assessment and use of policy documents is particularly interesting in low-accountability systems, where teachers interpret and enact policies at their own discretion. This research was carried out in Norway, which has been described as a high-trust, l