Tony Burner

Tony Burner


Fakultet for humaniora, idretts- og utdanningsvitenskap
Institutt for språk og litteratur
Campus Drammen (5609)
My main research interests are English education, classroom assessment, R&D work (including formative interventions), diversity/multilingualism, teacher mentoring/teacher professional development and school development. I wrote my PhD dissertation on formative assessment of writing in English. I have published scientific articles about educational change, formative interventions, student-centered learning, writing assessment, portfolio assessment, peer assessment, PhD education and diversity/multilingualism, in addition to peer-reviewed book chapters about assessment in schools, formative assessment in foreign languages, multilingualism, classroom observation techniques, and teacher mentoring in the context of English language teaching. Furthermore, I am co-author of the textbook Global Visions (2017) for Vg2/Vg3 International English, co-editor of the book 101 Ways to Work with Communicative Skills: Theoretical and Practical Approaches in the English Classroom (2019), and co-author of the textbook Echo (2020) for middle schools.


  • Course leader: English Master program, Teacher Education (2019-to date)
  • Faculty advisor: Developing Doctoral Supervision (2017-to date)
  • Co-head of the research team DiCE (2019-to date)
  • Head of the research team PASIE (2016-2019)
  • Head of the research team Kompetanse for mangfold (2015-2019)
  • Course leader: English 1 and English 2, Teacher Education, campus Drammen (2007-2013, 2017-2018)
  • Course leader: English 2 professional development program (2015-2017)
  • Course leader: English as an International Language, ITEPS (2015-2016)
  • Course leader: English Education, PGCE (PPU) (2007-2011)


Libraries in Buskerud, Vestfold and Telemark can book the following talks for general audience.

Areas of interest:

English education, theories of learning, curriculum studies, assessment, second language acquisition, diversity, multilingualism, Cultural-Historical Activity Theory, interventionist research, research methods (quantitative, qualitative, mixed), school development, teacher professional development
English and English education
Subject areas:
English, Norwegian as a second language, History



Work experience:

  • 2017-to date: Full Professor, USN
  • 2018-2020:    Adjunct Professor (professor II), OsloMet
  • 2015-2017:    Associate Professor, USN
  • 2013-2014:    Visiting Scholar, QUT, Brisbane, Australia, w/Professor Val Klenowski
  • 2011-2015:    PhD Candidate, HBV/NTNU
  • 2008-2012:    Adjunct Assistant Professor (høgskolelektor II), HiT (online teaching)
  • 2007-2011:    Assistant Professor, HiBu
  • 2007-2010:    English teacher at various high schools 
  • 2006-2007:    Teacher at Bjertnes senior high school (Norwegian, Social Science and English)
  • 2004-2005:    Teacher at Nordberg junior high school (Social Science and English)
  • 2003-2005:    Teacher at Rosenhof and Folkeuniversitetet Adult Education (Norwegian as a Second Language)
  • 2003:             Teacher at Sogn senior high school (English in vocational programs)

Professional tasks and memberships:


  • 2019-to date: OpenEYE (Open Education for Young Europeans through History, Art and Cultural Learning), w/partners in Greece, Italy and Slovenia, funded by ERASMUS+
  • 2017-2019: Implementing formative assessment through digital portfolios, w/HVL, funded by Norgesuniversitetet (now: Diku)
  • 2015-2018 : Kompetanse for mangfold Buskerud, Telemark and Vestfold, funded by the Ministry of Education and Training (UDIR)
  • 2016-2017 : Ungdomstrinn i utvikling, Buskerud, funded by the Ministry of Education and Training (UDIR)
  • 2011-2015 : Formative assessment of writing in English (PhD), funded by Buskerud University College (HiBu) and the Norwegian National Research School in Teacher Education (NAFOL)
  • 2011-2012 : DelPHE Iraq: Action research project in Iraqi Kurdistan, w/University of Duhok, funded by the British Council
  • 2009-2011 : Veiledning for nyutdannede lærere, funded by the Ministry of Education and Training (UDIR)
  • 2008-2011 : Utvikling av samarbeidsformer mellom universitets- og høyskolesektoren og skole- og barnehageeier (project leader 2009-2011), funded by the Ministry of Education and Training (UDIR)
  • 2007-2010: Building ITEPS (International Teacher Education for Primary Schools), funded by the European Commission's lifelong learning program and ERASMUS 
  • 2004-2005: The teaching and learning of English grammar (MA), funded by the University of Oslo (UiO)

Popular press, interviews and selected public disseminations:


Selected publications:

Burner, T., Bjerkholt, E., Gaathaug, A. V., Kleiven, S. & Ljoså, T. M. (2020). Doctorateness across higher education institutions in Norway. Uniped, 43(1), 3-18. 

Burner, T. & Carlsen, C. (in press). Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in Norway. International Journal of Multilingualism

Tavakoli, E., Amirian, M. R., Burner, T., Davoudi, M. & Ghaniabi, S. (2019). Formative Assessment of Writing (FAoW): A confirmatory factor structure study. International Journal of Assessment Tools in Education, 6(3), 344-361.

Gillespie, A. & Burner, T. (2019). Principals' views on the implementation of grade-free middle schools in Norway: Justifications, challenges and opportunities. Nordic Journal of Education and Practice, 13(2), 21-38.

Burner, T. (2019). Assessment in secondary education (Norway). In Corsaro, W. & Hognestad, K. (eds.), Bloomsbury Education and Childhood Studies. London/New York: Bloomsbury Academic.

Burner, T. (2019). Aligning assessment and learning using cultural-historical activity theory. Assessment Matters, 13(1), 91-112.

Burner, T. (2019). Vurdering. In Postholm, M., Haug, P., Munthe, E. & Krumsvik, R. J. (eds.), Lærer i skolen 5-10. Lærerarbeid og læringsmiljø [Teacher in years 5-10] (pp. 297-312). Oslo: Cappelen Damm Akademisk.

Burner, T., Carlsen, C. & Kverndokken, K. (eds.) (2019). 101 ways to work with communicative skills - Theoretical and practical approaches in the English classroom. Bergen: Fagbokforlaget.

Burner, T. (2019). PhD revisited: Formative assessment of writing in English: A school-based study of perceptions, practices and transformations. In Rindal, U. & Brevik, L. M. (eds.), English didactics in Norway - 30 years of doctoral research, Chapter 4. Oslo: Universitetsforlaget. 

Bader, M., Burner, T., Iversen, S. H. & Varga, Z. (2019). Student perspectives on formative feedback as part of writing portfolios. Assessment & Evaluation in Higher Education, 44(7), 1017-1028.

Tavakoli, E., Amirian, M. R., Burner, T., Davoudi, M. & Ghaniabadi, S. (2018). Operationalization of formative assessment in writing: An intuitive approach to the development of an instrument. Taḥqīqāt-i kārburdī dar zabān-i ingilisī [Applied Research on English Language], 7(1), 265-290. 

Burner, T., Skjelbred, T., & Aamaas, Å. (2018). Critical perspectives on perceptions and practices of diversity in education. Nordic Journal of Comparative and International Education, 2(1), 3-15.

Burner T. (2018). Why is educational change so difficult and how can we make it more effective? Research and Change, 1(1), 122–134.

Burner, T. (2018). Formative assessment in English. In Bøhn, H., Dypedahl, M., & Myklevold, G. A. (eds.), Teaching and learning English (pp. 248-265). Oslo: Cappelen Damm Akademisk.

Burner, T. et al. (2017). Global visions. Programfaget internasjonal engelsk. Oslo: Aschehoug.

Burner, T., & Carlsen, C. (2017). English instruction in introductory classes in Norway. In Kverndokken, K, Askeland, N. & Siljan, H. H. (eds.), Kvalitet og kreativitet i undervisningen – ulike perspektiver på undervisning [Quality and creativity in instruction – different perspectives on teaching] (pp. 193-208). Bergen: Fagbokforlaget.

Burner, T., Madsen, J., Zako, N., & Ismail, A. (2017). Three secondary school teachers implementing student-centered learning in Iraqi Kurdistan. Educational Action Research, 25(3), 402-419.

Burner, T., & Biseth, H. (2016). A critical analysis of an innovative approach: A case of diversity in Norwegian education. SAGE Open. Special issue on student diversity, 1-11.

Burner, T. (2016). Ethical dimensions when intervening in classroom research. Problems of Education in the 21st century, 73, 18-26.

Burner, T. (2016). Formative assessment of writing in English as a foreign language. Scandinavian Journal of Educational Research, 60(6), 626-648.

Burner, T. (2015). Processes of change when using portfolios to enhance formative assessment of writing. Assessment Matters, 9(2), 53-79.

Burner, T. (2014). The potential benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature. Studies in Educational Evaluation, 43(4), 139-149.

Bueie, A., & Burner, T. (2014). Demokratisk vurdering i skolen [Democratic assessment in schools]. In Madsen, J. & Biseth, H. (eds.), Må vi snakke om demokrati? Om demokratisk praksis i skolen [Do we have to talk about democracy? On democratic practices in schools]. Oslo: Universitetsforlaget.

Burner, T. (2014). Formativ vurdering i språkopplæringen [Formative assessment in language education]. In Bjørke, C., Dypedahl, M., & Myklevold, G. A. (eds.), Fremmedspråksdidaktikk [Foreign language didactics] (pp. 234-247). Oslo: Cappelen Damm Akademisk.

Burner, T. (2011). English – so much more than Great Britain and the USA. Communicare, 1, 14-16. National center for foreign languages in education. Halden: Østfold University College.

Burner, T. (2011). Observasjon og veiledning [Observation and supervision]. In Høihilder, E. K., & Olsen, K. R. (eds.), Pedagogisk veiledning. Metoder og tilnærmingsmåter [Pedagogical mentoring. Methods and approaches] (pp. 43-47). Oslo: Pedlex Norsk Skoleinformasjon.

Burner, T. (2011). School-based communities for learning and research. FoU i praksis [R&D Work in Practice], 5(1), 29-45.

Burner, T., Baraas, R. C., & Falkenberg, H. K. (2011). Studentaktive vurderingsformer i norsk lærer- og optometriutdanning [Student-centered forms of assessment in the Norwegian teacher and optometry education]. Uniped [Higher Education Pedagogy], 34(1), 44-57.

Burner, T. (2010). Fagdidaktisk veiledning [Supervision in subject didactics]. In Høihilder, E. K., & Olsen, K. R. (eds.), Veiledning av nye lærere i skole og barnehage [Mentoring newly educated teachers in schools and kindergartens] (pp. 88-93). Oslo: Pedlex Norsk Skoleinformasjon.

Burner, T. (2006). Is the teaching of English grammar neglected in today’s foundation course? Språk og Språkundervisning [Language and Language Teaching], 2, 9-13.


For a complete list of publications, see Cristin