Ragnar Thygesen

• Berge, Kjell Lars; Skar, Gustaf Bernhard Uno; Matre, Synnøve; Solheim, Randi; Evensen, Lars Sigfred & Otnes, Hildegunn [Vis alle 7 forfattere av denne artikkelen] (2019). Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students’ writing proficiency. Assessment in Education: Principles, Policy & Practice. ISSN 0969-594X. 26(1), s. 6–25. doi: 10.1080/0969594X.2017.1330251. Fulltekst i vitenarkiv
• Omdal, Heidi & Thygesen, Ragnar (2018). Profesjonelt samarbeid rundt barn og unge med ekstra utfordringer i barnehage og skole. I Omdal, Heidi & Thygesen, Ragnar (Red.), Å falle mellom to stoler. Samarbeid til barnets beste i barnehage og skole.. Universitetsforlaget. ISSN 978-82-15-02944-3. s. 15–24.
• Skar, Gustaf Bernhard Uno; Thygesen, Ragnar & Evensen, Lars Sigfred (2017). Assessment for Learning and Standards: A Norwegian Strategy and Its Challenges. I Blömeke, Sigrid & Gustafsson, Jan-Eric (Red.), Standard Setting in Education. The Nordic Countries in an International Perspective.. Springer. ISSN 978-3-319-50855-9. s. 225–241. doi: 10.1007/978-3-319-50856-6_13.
• Berge, Kjell Lars; Evensen, Lars Sigfred & Thygesen, Ragnar (2016). The Wheel of Writing: a model of the writing domain for the teaching and assessing of writing as a key competency. Curriculum Journal. ISSN 0958-5176. 27(2), s. 172–189. doi: 10.1080/09585176.2015.1129980. Fulltekst i vitenarkiv
• Evensen, Lars Sigfred; Berge, Kjell Lars; Thygesen, Ragnar; Matre, Synnøve & Solheim, Randi (2016). Standards as a tool for teaching and assessing cross-curricular writing. Curriculum Journal. ISSN 0958-5176. 27(2), s. 229–245. doi: 10.1080/09585176.2015.1134338. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we present the specific criteria that are currently being introduced in Norwegian teaching and assessment of writing, as well as selected aspects of their development. The article builds on an assumption that assessment criteria have such educational importance that even their origins, intellectual trajectories and underpinnings should be given attention in educational research. In this context, the article presents elements of a rare approach, in that national ‘norms of expected proficiency’ at politically predefined educational grade levels have been grounded in sustained collaboration with experienced teachers of writing across the curriculum, and may thus be viewed as yet unofficial ‘standards’. In the first step, a combination of existing curricula and literature review of writer development was used to tentatively draft a first set of criteria for the grades included in a 2005 national test of writing (grades 4, 7, 10 and 11). In the second step, such criteria were developed through an iterative, long-term process where initial criteria were confronted with the judgements of experienced teachers. Through ‘think aloud’ assessment interviews, pairs of teachers across Norway were asked to assess specific cases of students’ writings and voice criteria for their judgements, both within and across a series of domains. In the third step, interview transcripts were used to search for criteria used by several pairs of locally situated teachers across geographically distributed schools. Criteria thus identified were pooled into a refined set of ‘national standards’ that were subsequently tested out in everyday classroom contexts. On the basis of this confrontation with educational reality, the set has been further refined to form the version presented in this article. The Norwegian case raises a range of issues related to curriculum development, ‘standards’ and educational sustainability.

• Thygesen, Ragnar & Eggen, Astrid Birgitte (2015). Bridging summative and formative assessment for children with special needs. I Cameron, David Lansing & Thygesen, Ragnar (Red.), Transitions in the field of special education. Theoretical perspectives and implications for practice. Waxmann Verlag. ISSN 978-3-8309-3117-1. s. 233–250.
• Thygesen, Ragnar & Cameron, David Lansing (2015). Transitions in special education and related contexts: A brief overview of the research. I Cameron, David Lansing & Thygesen, Ragnar (Red.), Transitions in the field of special education. Theoretical perspectives and implications for practice. Waxmann Verlag. ISSN 978-3-8309-3117-1. s. 137–150.
• Cameron, David Lansing & Thygesen, Ragnar (2015). Approaching the problem of transition in special education. I Cameron, David Lansing & Thygesen, Ragnar (Red.), Transitions in the field of special education. Theoretical perspectives and implications for practice. Waxmann Verlag. ISSN 978-3-8309-3117-1. s. 7–16.
• Berge, Kjell Lars & Thygesen, Ragnar (2015). Skrivande son grundläggande färdighet: förståelse, bedömning och undervisning. I Skar, Gustaf Bernhard Uno & Tengberg, Michael (Red.), Bedömning i svenskämnet. Natur & Kultur. ISSN 978-91-27-13844-5. s. 63–86.
• Thygesen, Ragnar & Berge, Kjell Lars (2013). Skrivelyst - en viktig del af elevens personlige udvikling og alle fags ansvar. I Madsbjerg, Sigrid & Friis, Kirsten (Red.), Skrivelyst i fagene. Dansk Psykologisk Forlag. ISSN 978-87-7706-821-8. s. 93–118.
• Thygesen, Ragnar; Briseid, Lars Gunnar; Tveit, Anne Dorthe; Cameron, David Lansing & Kovac, Velibor Bobo (2011). Er generell pedagogisk kompetanse tilstrekkelig for å sikre en inkluderende skole? Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 104–114.
• Fasting, Rolf Bjarne; Thygesen, Ragnar; Berge, Kjell Lars; Evensen, Lars Sigfred & Vagle, Wenche (2009). National Assessment of Writing Proficiency Among Norwegian Students in Compulsory Schools. Scandinavian Journal of Educational Research. ISSN 0031-3831. 53(6), s. 617–637. Vis sammendrag

  The paper reports and discusses a government-initiated nationwide assessment of writing proficiency among Norwegian compulsory school students. A sample-study of 7th and 10th grade students are discussed and reported with regard to challenges in measuring writing skills in a valid and reliable manner. For the 7th graders the results showed a greater proportion of narrative texts, and in contrast to more scientific oriented texts, was assessed as ?lower than expected?; however, for the 10th graders the tendency was opposite with respect to central linguistic components. Low correlations between the raters were ascertained at both levels, indicating different views among teachers as to what can be expected of students' writing proficiency. The results are discussed in relation to the usefulness of the theoretical model as a basis for assessment of writing proficiency, as well as other obstacles to constructing valid and reliable writing tests.

• Thygesen, Ragnar (2007). De som sliter med skriften, Skriveferdighet som nasjonal prøve : vitner resultatene om et forsømt felt i skolen. Tapir Akademisk Forlag. s. 224–233.
• Thygesen, Ragnar (2007). Students with Learning Disabilities: An Update on Norwegian Educational Policy, Practice, and Research. Learning Disabilities Research & Practice. ISSN 0938-8982. 22(3), s. 176–182. Vis sammendrag

  A politically initiated shift in the conceptualization of learning disabilties (LD) is outlined, followed by an account of the consequences of the new perspective for the recognition of and services to LD students. The organization of the support system is described, including a survey of the services delivered and working methods. As onother approach to examine the status of LD in Norway, a sampling of current research describes problems studied, methods of assessment, and intervention measures used. Some comments on the future situation for students with LD conclude the article.

• Fasting, Rolf Bjarne & Thygesen, Ragnar (2007). Skriveferdighet som nasjonal prøve : vitner resultatene om et forsømt felt i skolen. I Matre, Synnøve & Hoel, Torlaug Løkensgard (Red.), Skrive for nåtid og framtid II. Skriving og rettleiing i høgre utdanning. Tapir Akademisk Forlag. ISSN 9788251922401. s. 292–306.
• Evensen, Lars Sigfred; Berge, Kjell Lars; Fasting, Rolf Bjarne; Vagle, Wenche & Thygesen, Ragnar (2005). Context of Situation or Context of Culture? The Case of Learning to Write, The Power of Words : Studies in Honour of Moira Linnarud. Universitetstryckeriet. s. 63–71.
• Thygesen, Ragnar; Vagle, Wenche; Fasting, Rolf Bjarne; Berge, Kjell Lars & Evensen, Lars Sigfred (2005). Skriving som grunnlag for faglighet Om de nasjonale prøvene i skriving, Lese- og skriveopplæring som pedagogisk utfordring: festskrift til Alfred Lie. Høgskolen i Østfold. s. 15–34.
• Thygesen, Ragnar & Lyster, Solveig-Alma Halaas (2002). Dyslektikere i rettssalen. Søkelys på et utvalg norske rettsavgjørelser. Spesialpedagogikk. ISSN 0332-8457. s. 3–11.
• Thygesen, Ragnar; Forlin, Chris; Keller, Clayton E. & Bachmann, Kari Elisabeth (2000). Internationalizing Special Education Through Interactive Desktop Videoconferencing. Journal of International Special Needs Education : JISNE. Three, s. 34–38.
• Thygesen, Ragnar (2000). The Student in Focus. On the restructuring of special education in Norway. European Journal for Education Law and Policy. ISSN 1386-8349. 4(2), s. 141–144.
• Flem, Annlaug Reidun & Thygesen, Ragnar (1998). A Presentation of a Social Skills Intervention Program. I Flem, Annlaug Reidun & Karlsdottir, Ragnheidur (Red.), Learning Strategies and Skill Learning. TAPIR Forlag. ISSN 82-519-1340-3. s. 167–182.
• Flem, Annlaug Reidun; Thygesen, Ragnar & Lauritzen, Tonje (1998). A Social Skills Intervention Program for Kindergarten Children at Risk of Developing Behavioural Problems. European Journal of Special Needs Education. ISSN 0885-6257. 13(2), s. 208–215.

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• Matre, Synnøve; Solheim, Randi; Otnes, Hildegunn; Berge, Kjell Lars; Evensen, Lars Sigfred & Thygesen, Ragnar (2021). Nye grep om skriveopplæringa. Forskingsfunn og praksiserfaringar. Universitetsforlaget. ISBN 9788215028705. 432 s.
• Jahr, Ernst Håkon & Thygesen, Ragnar (2020). Agder Vitenskapsakademi Årbok 2019. Novus Forlag. ISBN 9788283900507. 279 s.
• Jahr, Ernst Håkon & Thygesen, Ragnar (2019). Agder Vitenskapsakademi Årbok 2018. Novus Forlag. ISBN 9788283900279. 232 s.
• Jahr, Ernst Håkon; Nossum, Rolf Tomas; Thygesen, Ragnar & Breen, Olav (2018). Agder Vitenskapsakademi, Årbok 2017. Portal forlag. ISBN 978-82-02-59723-8. 2017(2017). 283 s.
• Omdal, Heidi & Thygesen, Ragnar (2018). Å falle mellom to stoler. Samarbeid til barnets beste i barnehage og skole. Universitetsforlaget. ISBN 978-82-15-02944-3. 245 s.
• Cameron, David Lansing & Thygesen, Ragnar (2015). Transitions in the field of special education. Theoretical perspectives and implications for practice. Waxmann Verlag. ISBN 978-3-8309-3117-1. 299 s.
• Thygesen, Ragnar (2003). Inclusive Education in the New Millennium. Association for Childhood Education International. Vis sammendrag

  Thygesen har 2 kapitler: "Contradictions in the Pursuit of an Inclusive School" og "The Realisation of an Ideology: Which Factors Make the Inclusive School Succeed?"

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• Omdal, Heidi & Thygesen, Ragnar (2018). Forord. I Omdal, Heidi & Thygesen, Ragnar (Red.), Å falle mellom to stoler. Samarbeid til barnets beste i barnehage og skole.. Universitetsforlaget. ISSN 978-82-15-02944-3. s. 13–13.
• Evensen, Lars Sigfred; Thygesen, Ragnar & Skar, Gustaf Bernhard Uno (2017). Triangulation in measuring assessment quality. Vis sammendrag

  This presentation summed up the findings from the Norms project in terms of teacher assessment and the development of assessment quality among teachers involved in the project intervention. The presentation focused on a set of findings implying a call for methodological triangulation when investigating assessment in an Assessment for learning context: A reliability estimate will not alone capture all relevant aspects in low stakes AfL contexts: -Ways of understanding writing -Ways of understanding and using scales (e.g. as checklists or heuristics) -Increased teacher confidence -Constructing targeted writing prompts Conclusion: the NORMs project tools were not sufficient for establishing acceptable inter rater reliability. Still, they did contribute to a change in rating behavior, and – as such – a better practice. Accordingly, triangulation is needed in low stakes contexts such as AfL approaches.

• Evensen, Lars Sigfred; Skar, Gustaf Bernhard Uno & Thygesen, Ragnar (2017). Utvikling av læreres vurderingskompetanse i skriving? Vis sammendrag

  Konferanseinnlegget drøftet reliabilitetsutvikling hos lærere i Normprosjektet som indikator på utvikling av deres vurderingskompetanse over tid. Hvilke faktorer er det som påvirker reliabilitet når konteksten er vurdering for læring? Dette er et underutforsket spørsmål i internasjonal forskning om vurdering generelt og vurdering av skriving spesielt.

• Thygesen, Ragnar; Evensen, Lars Sigfred & Skar, Gustaf Bernhard Uno (2016). Integration of norms for expected writing proficiency within an AfL-approach.
• Skar, Gustaf Bernhard Uno; Berge, Kjell Lars; Solheim, Randi; Matre, Synnøve; Thygesen, Ragnar & Evensen, Lars Sigfred (2016). Effects of a long term writing assessment intervention.
• Skar, Gustaf Bernhard Uno; Thygesen, Ragnar & Evensen, Lars Sigfred (2016). Enhancing teachers’ assessment competence.
• Thygesen, Ragnar & Eggen, Astrid Birgitte (2015). Bridging Summative and Formative Assessment.
• Evensen, Lars Sigfred; Thygesen, Ragnar & Skar, Gustaf Bernhard Uno (2015). Developing rater competency in assessment for learning: A longitudinal approach. Vis sammendrag

  This presentation focused on a selection of selected results (ICC coefficients) on inter-rater reliability within the NORMs project, as compared to similar results from national assessment. These comparative results challenge 'traditional wisdom' within rater training, where amount of targeted training results in improved reliability. The results point in the direction of an alternative hypothesis, where integration of assessment in ordinary teaching, but with relatively little training, results in similarly improved reliability. This alternative hypothesis points to a need for including the study of local learning ecologies in assessment design and in the interpretation of assessment results.

• Evensen, Lars Sigfred; Thygesen, Ragnar & Skar, Gustaf Bernhard Uno (2015). Standard development in asessment for learning: Strategies and challenges. Vis sammendrag

  This presentation focused on the implications for standard development of working within an assessment for learning context (adapting to learning environments, aiming for 'ecological validity', communicationg with 'teacherese', being specific enough to inform "feed forward" in class, long term investment in order to foster interpretive communities among teachers). It was demonstrated how the NORMs proejct has attempted to meet such criteria and its results in terms of inter-rater relibaility (ICC). A set of challenges involved with such an approach were discussed, including a need to refine the current rating scale and the issue of explicating tacit knowing among teachers as raters.

• Thygesen, Ragnar; Skar, Gustaf Bernhard Uno & Evensen, Lars Sigfred (2015). Enhancing teachers' summative assessment competence: unmasking validity.
• Berge, Kjell Lars; Evensen, Lars Sigfred; Matre, Synnøve; Skar, Gustaf Bernhard Uno; Solheim, Randi & Thygesen, Ragnar [Vis alle 7 forfattere av denne artikkelen] (2015). Symposium: Skriveutvikling og vurderingskompetanse - funn frå Normprosjektet.
• Thygesen, Ragnar (2014). Effects of implementation of standards for writing in compulsory school.
• Thygesen, Ragnar (2014). Integration of standards in the assessment of pupils' writing.
• Thygesen, Ragnar & Eggen, Astrid Birgitte (2013). Effects of explicit standards for educational writing on teachers' summative and formative assessment.
• Eggen, Astrid Birgitte & Thygesen, Ragnar (2012). Developing national standards for the assessment of writing. A tool for teaching and learning.
• Fasting, Rolf Bjarne; Berge, Kjell Lars; Evensen, Lars Sigfred & Thygesen, Ragnar (2011). How do we assess writing? The Assessment of Writing Proficiency in Norway.
• Thygesen, Ragnar (2007). Assessment of Writing Proficiency: Focus on Students in Need of Special help. Vis sammendrag

  The paper reports and discusses a governmentally initiated nationwide assessment of writing proficiency among Norwegian students in the compulsory school. Information is provided on the principles followed for test-construction, the assessments, the procedures and tools, assessed components of the students¿ written responses, and the assessment scale used. Results from a sample study of 7th grade students are reported. A greater proportion of narrative in contrast to more scientific oriented students¿ produced texts was assessed as much below expected for most students at the actual level. The author discusses significant problems encountered and explores possible explanations for these.

• Fasting, Rolf Bjarne & Thygesen, Ragnar (2007). Assessment of writing proficiency: Focus on students in need of special help.
• Thygesen, Ragnar (2006). De som sliter med skriften.
• Thygesen, Ragnar (2006). Prøver i grunnleggende ferdigheter: Hva har vi lært og hvordan bør prøvene utformes i framtida?
• Berge, Kjell Lars; Evensen, Lars Sigfred & Thygesen, Ragnar (2006). Nasjonale prøver i skriving - veien videre? Utdanning. ISSN 1502-9778. s. 66–67. Vis sammendrag

  Artikkelen drøfter videreføringen av arbeidet med nasjonale skriveprøver.

• Berge, Kjell Lars; Evensen, Lars Sigfred & Thygesen, Ragnar (2006). Definisjonen av skriving i de nasjonale prøvene. Utdanning. ISSN 1502-9778. s. 72–75. Vis sammendrag

  Kronikken presenterer en modell som kan gi økt forståelse for hva skriveferdighet er.

• Thygesen, Ragnar & van Daal, Victor (2006). Dysleksi - realitet eller konstruksjon? Utdanning. ISSN 1502-9778. s. 66–69. Vis sammendrag

  Kronikken redegjør for hvordan det er rimelig ut fra dagens viten å oppfatte dysleksi, og drøfter forholdet mellom dysleksi og generelle lesevansker.

• Thygesen, Ragnar (2006). The development and implementation of national assessment.
• Fasting, Rolf Bjarne & Thygesen, Ragnar (2006). Assessment of writing proficiency. Vis sammendrag

  Two main reasons can be pointed out as the driving force behind the introduction of nationwide assessment in Norwegian schools: Firstly, until 2003 there was no national assessment of the students in compulsory school, grade 1 - 10. The final exams at grade 10 (the students are 16 years old then) had until then been the only source for knowledge about the students? learning outcome. Secondly, in international comparative studies Norwegian students have shown results at the mean level, significantly lower than our neighbour-countries Finland and Sweden, in spite of the total amount of resources spent on education in Norway (Solheim & Tønnessen, 2003; Kjærnsli, 2004). The presentation discusses the nationwide assessment in writing proficiency in Norway and the results from grade 7.

• Fasting, Rolf Bjarne & Thygesen, Ragnar (2006). Måling av skriveferdighet som nasjonal prøve: Vitner resultatene om et forsømt felt i skolen? Vis sammendrag

  Presentasjonen drøfter resultatene fra Nasjonale prøver i skriving 2005 for 7. og 10. trinn. De nasjonale resultatene diskuteres i lys av samsvaret mellom ekspertvurdererne.

• Thygesen, Ragnar & Fasting, Rolf Bjarne (2006). Assessment of Writing Proficiency: Do the Results bear Witness to a neglected Field in the School?
• Thygesen, Ragnar (2005). Norway's National Assessment of Writing Proficiency.
• Thygesen, Ragnar (2005). Students with Special Needs in Norway's National Assessment of Writing Proficiency.
• Thygesen, Ragnar & Fasting, Rolf Bjarne (2005). Norway's National Assessment of Writing Proficiency.
• Thygesen, Ragnar (2004). Norway's National Assessment of Writing Proficiency.
• Thygesen, Ragnar (2004). National Assessment in the Basic Skills: Experiences from The United Kingdom and Scandinavia.
• Thygesen, Ragnar; Fasting, Rolf; Vagle, Wenche & Evensen, Lars Sigfred (2004). National Assessments in Basic Skills: Experiences from the United Kingdom and Scandinavia.
• Thygesen, Ragnar; Fasting, Rolf; Vagle, Wenche & Evensen, Lars Sigfred (2004). Norway's national assessment of writing proficiency.
• Nordgård, Torbjørn & Thygesen, Ragnar (2001). Når bokstavene stokker seg.
• Thygesen, Ragnar (2001). Children at risk of developing Learning and Behavioural Difficulties due to Social and Emotional Problems: Early Intervention Programs.
• Thygesen, Ragnar (2001). The relationship between Conflicting Linguistic Norms and Reading and Spelling Problems.
• Thygesen, Ragnar (2001). Special Education in Norway: 'The Student in Focus'.
• Thygesen, Ragnar (2001). Video-conferencing between Norway and the United States in Education Courses.
• Thygesen, Ragnar (2001). The Current Status for the Special Education Research Enterprise in Norway.
• Thygesen, Ragnar (2001). Policies and Practices in Special Education in Norway: The Student in Focus.
• Thygesen, Ragnar (2001). Neuro-psychological Treatment of Children with Specific Reading Problems (Dyslexia).
• Thygesen, Ragnar (2001). Special Education in Norway: Policies and Practices.
• Thygesen, Ragnar (2001). The Current Status for the Special Education Research Enterprise in Norway.
• Thygesen, Ragnar (2001). Neuro-psychological Treatment of Dyslexics: a Case Study.
• Thygesen, Ragnar (2000). Opplæringstiltak for voksne med lese- og skrivevansker.
• Foldvik, Arne Kjell; Nordgård, Torbjørn; Svendsen, Torbjørn & Thygesen, Ragnar (2000). Dysleksi og språkteknologi. Adresseavisen. ISSN 0805-3804.
• Thygesen, Ragnar (2000). Special Education Research in Norway: An Update.
• Thygesen, Ragnar (2000). Neuro-psychological treatment of dyslexics: a case study.
• Thygesen, Ragnar (2000). Neuro-psychological treatment of children with specific reading problems (dyslexia).
• Thygesen, Ragnar (1999). Scandinavian Perspectives on Working with Students with Learning and Behavioral Problems.
• Thygesen, Ragnar (1999). Special Education in Three Countries. Comparing policies and practices in the United States, Norway, and Australia, and examining how special education can be more effective.
• Thygesen, Ragnar (1999). Videoconferencing between Norway and the United States in Special Education Courses.
• Thygesen, Ragnar (1999). Videoconferencing between Norway and the United States in Education Courses.
• Thygesen, Ragnar (1999). Videoconferencing between Norway and the United States in Education Courses.
• Flem, Annlaug Reidun; Thygesen, Ragnar & Valås, Harald (1997). Early intervention program for children at risk of developing behavioural problems.
• Thygesen, Ragnar (1996). Barn med atferdsvansker. tidlig hjelp til barn med sosiale og emosjonelle vansker.
• Thygesen, Ragnar (1996). Har EDB-baserte opplæringsprogrammer noen nyttverdi for dyslektikere?
• Thygesen, Ragnar (1996). Faglig kommentar til foredrag av Berit Rognhaug Kvalitet i spesialpedagogisk arbeid - et paraplyprosjekt.
• Evensen, Lars Sigfred; Matre, Synnøve; Thygesen, Ragnar & Storlie-Kristoffersen, Cherise Marie (2023). A shared terminology for writing in the primary grades for writers and their teachers: With a focus on word choice and Sentence Fluency. Norwegian University of Science and Technology. ISSN 978-82-326-5655-4. 2023(47).
• Matre, Synnøve; Berge, Kjell Lars; Evensen, Lars Sigfred; Fasting, Rolf Bjarne; Solheim, Randi & Thygesen, Ragnar (2011). Developing national standards for the teaching and assessment of writing: Rapport frå forprosjekt Utdanning 2020. Høgskolen i Sør-Trøndelag.
• Thygesen, Ragnar; Fasting, Rolf Bjarne; Berge, Kjell Lars & Evensen, Lars Sigfred (2007). Nasjonale prøver i skriving som grunnleggende ferdighet. Sluttrapport. Universitetet i Stavanger. Vis sammendrag

  I 2003 inngikk Utdannings- og forskningsdepartementet avtale med Norges teknisknaturvitenskapelige universitet om utvikling og utprøving av nasjonale prøver i skriving. Oppdraget ble av Utdanningsdirektoratet overført til Høgskolen i Stavanger (senere) Universitetet i Stavanger) i 2004 og avsluttet ved utgangen av 2006.

• Berge, Kjell Lars; Evensen, Lars Sigfred; Thygesen, Ragnar & Fasting, Rolf (2007). Sluttrapport. Nasjonale prøver i skriving som grunnleggende ferdighet. Universitetet i Stavanger.
• Gabrielsen, Siri Nøttaasen & Thygesen, Ragnar (2005). Rapport Spørreskjema til lærerne i forbindelse med sentraltgitt prøve i skriving (nasjonale prøver i skriving) 2005. Universitetet i Stavanger.
• Thygesen, Ragnar; Fasting, Rolf Bjarne; Vagle, Wenche; Evensen, Lars Sigfred & Berge, Kjell Lars (2005). Skriveferdighet og vurderingskompetanse: en gylden mulighet for læring og til faglig oppdatering i skolen. Rapport fra en utvalgsundersøkelse med forslag til videreutvikling av de nasjonale prøvene i skriving. Universitetet i Stavanger.
• Stensby, Sverre; Nordgård, Torbjørn; Thygesen, Ragnar & Johnsen, Lars (2000). Norsk tekstbehandling for dyslektikere Lingvistisk basert staveverktøy (LingDys). SINTEF Tele og data. ISSN 82-14-01943-5.

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