Teachers’ assessment data use: The roles of capacity, collaboration, and leadership

This study examines how teachers' assessment data use is associated with teachers' assessment orientations, assessment capacity, collaboration, and leadership in Norwegian upper secondary schools. Survey data from 729 teachers across 15 schools (baseline data from a research–practice partnership) were analysed using structural equation modelling and supplementary multilevel analyses. Teacher capacity and collaboration were the strongest predictors of assessment data use, while leadership influenced assessment data use primarily indirectly via collaboration. Teachers’ assessment orientations showed a weaker direct association with assessment data use and were related mainly through teacher capacity. Between-school variation was substantial for perceived leadership but modest for assessment data use, suggesting that leadership shapes the organisational conditions for collaboration rather than producing strongly differentiated assessment data use climates across schools. The findings highlight that strengthening formative uses of assessment information depends on aligning individual competence with collaborative routines and enabling leadership practices.