Ongoing Research Projects

• Starting Age and Extramural English: Learning English in and outside of
  school in Norway and Flanders (the "STAGE project"), 2022–2026, Head of Work Package 
• Development of New Language Arts Exam, 2020–2023, Project Manager
• Functional Writing in Primary School (“the FUS-project”), 2018–2023, Principal Investigator

Degrees

• 2013: Ph.D., Stockholm University, Sweden
• 2008: M.Ed., Uppsala University, Sweden
• 2006: M.A., Uppsala University, Sweden

Recent Publications

Full list on CRISTIN.

• Skar, G. B., Graham, S., & Huebner, A. (in press). Learning Loss during the COVID-19 Pandemic and Emergency Remote Instruction First Grade Students’ Writing: A Natural Experiment. Journal of Educational Psychology. 
• Skar, G. B., Lei, P., Graham, S., Aasen, A. J., Johansen, M. B., & Kvistad, A. H. (2021). Handwriting Fluency and the Quality of Primary Grade Students’ Writing. Reading and Writing: An interdisciplinary journal. https://doi.org/10.1007/s11145-021-10185-y
• Skar, G. B. & Aasen, A. J. (2021). School writing in Norway: Fifteen years with writing as Key Competence. In J. V. Jeffery, J.V., & J. Parr, J. (Eds.). International perspectives on writing curricula and development: A cross-case comparison (pp. 192-216). London: Routledge. https://doi.org/10.4324/9781003051404-10 
• Huebner, A. & Skar, G. B. (2021). Conditional Standard Error of Measurement: Classical Test Theory, Generalizability Theory and Many-Facet Rasch Measurement with Applications to Writing Assessment. Practical Assessment, Research, and Evaluation, 26(1). http://doi.org/10.7275/vzmm-0z68
• Bjørnsson, J. B., & Skar, G. B. (2021). Sensorreliabilitet på skriftlig eksamen i videregående opplæring. Universitetet i Oslo: Institutt for lærerutdanning og skoleforskning. http://folk.ntnu.no/gustafsk/Bjornsson-Skar-2021-Sensorreliabilitet-pa-skriftlig-eksamen-i-vgo.pdf
• Graham, S., Skar, G. B. & Falk, D. Y. (2021). Teaching writing in the primary grades in Norway: a national survey. Reading and Writing, 34(2), 529–563. https://doi.org/10.1007/s11145-020-10080-y
• Jølle, L. & Skar, G. B. (2020). “Digging for Gold” or “Sticking to the Criteria”: Teachers’ Rationales When Serving as Professional Raters. Scandinavian Journal of Educational Research, 64(2), 283–299. https://doi.org/10.1080/00313831.2018.1541821
• Sundqvist, P., Sandlund, E., Skar, G. B., & Tengberg, M. (2020). Effects of rater training on the assessment of L2 English oral proficiency. Nordic Journal of Modern Language Methodology 8(1), 3–29. https://doi.org/10.46364/njmlm.v8i1.605
• Skar, G. B., Aasen, A. J., & Jølle, L. (2020). Functional Writing in the Primary Years: Protocol for a Mixed-Methods Writing Intervention Study. Nordic Journal of Literacy Research 6(1), 201–216. https://doi.org/10.23865/njlr.v6.2040 
• Skar, G. B., Jølle, L., & Aasen, A. J. (2020). Establishing Scales to Assess Writing Proficiency Development in Young Learners. Acta Didactica Norden 14(1), 1–30. https://doi.org/10.5617/adno.7909
• Berge, K. L., Skar, G. B., Matre, S., Solheim, R., Evensen, L. S., Otnes, H., & Thygesen, R. (2019). Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students’ writing proficiency. Assessment in Education: Principles, Policy & Practice, 26(1), 6–25. http://doi.org/10.1080/0969594X.2017.1330251