Siv Therese Måseidvåg Gamlem
Institutt for pedagogikk
Professor
Siv M. Gamlem is a Professor at the Faculty of Humanities and Teacher Education, institute of Pedagogy, Volda University College, Norway – and an Honorary Fellow at the Assessment and Evaluation Research Centre (AERC), Faculty of Education, University of Melbourne. Her research interests include assessment, feedback, learning processes, artificial intelligence in education (AIEd), professional development, and teacher education. Gamlem has a doctorate from 2014 towards the theme «feedback to enhance learning». Gamlem has published several national and international articles on assessment, feedback, learning processes, and professional development – in addition to several books in Norwegian about feedback and assessment.
Vitskaplege publikasjonar (NVA)
Kapittel i vitskaplege antologiar
Utdanning - Education
2019: Research Management Course - uddannelse for forskningsledere. Copenhagen Buisness School (CBS Executive).
2014: Ph.D. in Educational science. Title: Feedback as support for learning in lower secondary school, University of Stavanger. (Gamlem, S.M., 2014. Tilbakemelding som støtte for læring på ungdomssteget. Det humanistiske fakultet, Universitetet i Stavanger. Doktorgradsoppgåve nr.217.)
2004: Master: Teaching and Learning (Special need Education).
1988-1991: Teacher Education. Volda University College
Undervisning, rettleiing - Teaching, supervision
Course leader
PhD-program Education, Language & Culture:
- Metodology (Qualitative, Quantitative & Mixed Methods)
Teaching
Ph.D:
- Assessment and Learning, PHDAAL. (USN, OsloMet, VUC, NTNU)
Masters - Teacher Education:
- Pedagogy and student knowledge 1: The teacher`s facilitation for learning and development. (MGL1-7PE1, MGL5-10PE1)
- Pedagogy and student knowledge 3: The professional teacher in meeting with student diversity and collaborators. (MGL1-7PE3, MGL5-10PE3)
- Pedagogy and student knowledge 4: The school`s role in a democratic and pluralistic society. (MGL1-7PE4, MGL5-10PE4)
- Theory of science and research method. (MGL1-7, MGL5-10)
Masters - Special need Education
- Philosophy of Science and Research Methods (UL305/SPP305)
Supervision
- Post-doc candidates
- Ph.D-candidates
- Master degree candidates
Faglige interesser - Research interests
Assessment (for-/of learning)
Feedback
Learning - Learning processes
Assessment and Learning in digital contexs / with AI
Quality in teacher-student(s) interactions (Systematic observation)
Professional development
Teacher Education
Forskingsgrupper - Research groups, networks
2025-: Member of The Norwegian Centre for Trustworthy AI [Artificial Intelligence] (TRUST), (University of Oslo; SINTEF; Norsk Regnesentral)
2023-: International Invited Expert, The Education for the Future EDUCA Flagship (University of Jyväskylä, Finland).
2018-: Research Director of Learning and Assessment Research Group, (Volda University College).
2018-: Team member, International Educational Assessment Network (IEAN).
2017-: Co-leader (group of leaders): Systematic Observation in Educational Research (International Research Network).
2012-2018: Member, Teacher Professionalism & Education (University at Bergen).
Forskingsprosjekt - Research projects
2024-2025: Students' assessment and learning approaches in Upper Secondary School. Volda University College; Duquesne University (USA)
2023-2024: Artificial intelligence in Teacher Education. Volda University College; University of Melbourne (Australia)
2022-2024: Assessment Patterns in Teacher Education Programme(s). Volda University College
2022-2024: Creative wellbeing - Teacher students' perceptions. Volda University College
2021-2025: Artificial Intelligence for Assessment for Learning to Improve Learning and Teaching in 21st Century (AI4AfL). FUNDING: Norwegian Research Council. Halden University College; Volda University College; Hypatia Learning AS.
2020-2022: Digital learning and assessment in upper-secondary school. Volda University College.
2018-2022: DigiHand [The emergence of writing skills in beginner education]. FUNDING: Norwegian Research Council (FINNUT), Volda University College; University of Stavanger.
2018-2019: Assessment in Higher Education. Volda University College.
2017-2018: Learning aims as a resource in students’ learning processes. Volda University College.
2015-2017: Deeper Learning. Volda University College.
2014-2018: Responsive Teaching and Student Learning - The impact of teachers' feedback practice on students' learning outcome in Mathematics (RespMath). FUNDING: Norwegian Research Council (FINNUT). Volda University College; Stord University College; University of Bergen; Sogndal University College.
Arbeidserfaring, verv - Research positions and other offices
Invited possition - expert group
- 2024-2030: Appointed member of the program board, National research program for digitization and digital competence in schools and kindergartens, The Norwegian Ministry of Education; The Norwegian Directorate for Education and Training, Norway
- 2024-: Representative for Universities Norway – Teacher Education (UR-TE) [UHR-LU] in the reference group on assessment at The Norwegian Directorate for Teaching and Training, Norway
- 2023-2024: Appointed member in "Skjermbrukutvalget", The Norwegian Ministry of Education.
- 2023-2024: Appointed member in "The preparation of aptitude tests for compensatory measures for teachers", Norwegian Directorate for Higher Education and Skills
- 2022-2023: Appointed member in "The preparation of aptitude tests for compensatory measures for teachers", NOKUT.
- 2022: Expert advisor Faglig råd for skole og barnehage, Forandringsfabrikken.
- 2018-2020: Appointed member in “Eksamensgruppa”. [New Examinations in Lower- and Upper Secondary School]. The Norwegian Ministry of Education; The Norwegian Directorate for Education and Training.
- 2016: Expert advisor for project: Evaluation of Research on use of learning goals in Danish Elementary School. EVA.
- 2010-2018: Expert advisor in the national school development project "Assessment for Learning". [Vurdering for læring]. The Norwegian Directorate for Education and Training, dep. Assessment.
- 2007-2009: Expert advisor in the national school development project "Better Assessment Practice" [Bedre Vurderingspraksis]. The Norwegian Directorate for Education and Training, dep. Assessment.
Ph.d.-Committee
- 2023: University of Jyväskylä, Finland.
- 2020: University of Aarhus, Denmark.
- 2019: University of Aarhus, Denmark.
- 2018: University of Aarhus/UCN, Denmark.
- 2017: University of Aarhus/UCC, Denmark.
Editor
- 2024-2025: Guest Editor: Agency in Teaching and Learning with Digital Technology: Opportunities and Challenges, Educational Sciences (Special Issue)
- 2023-2025: Associate Editor: Frontiers in Education - Assessment, Testing and Applied Measurement.
- 2022-2025: Editorial Advisory Board: Assessment in Education: Principles, Policy & Practice.
- 2019: Guest Editor: Assessment – Mentoring – Teacher Education, Nordic Journal of Education and Practice (Special Issue)
Advisory Board
- 2023-2025: Nasjonal videokorpus med videoeksempler for å styrke profesjonsopplæringen i lærerutdanningene (NAVIKO-LU), Western University og Applied Scienties, University of Stavanger, University of Oslo.
- 2019-2023: Multimodal Learning and Assessment in 1:1 Classrooms (MuLVu), University of Oslo.
- 2015-: School board, Volda Upper-Secondary School.
Utmerking, prisar - Honor and reward
2025: "Honorary Fellow", Assessment and Evaluation Research Centre (AERC), Faculty of Education, University of Melbourne.
2021: "High Standard in Course leading and Teaching", 4MAGLU - Student price, Volda University College.
2018: "Research and Development Award" at Volda University College.
2015: "Focus article of the month" (September), Cambridge Journal of Educational Research. [Gamlem, S. M., & Munthe, E. (2014). Mapping the quality of feedback to support students’ learning in lower secondary classrooms. Cambridge Journal of Education, 44(1), 75–92. https://doi.org/10.1080/0305764X.2013.855171]
2014: "Top ten article", Routledge. [Gamlem, S. M., & Smith, K. (2013). Student perceptions of classroom feedback. Assessment in Education: Principles, Policy & Practice, 20(2), 150–169.https://doi.org/10.1080/0969594X.2012.749212]