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The OECD’s Centre for Educational Research and Innovation (CERI) is undertaking a two-year international study of exemplary teaching and assessment for adults with basic skill needs. The study, entitled ‘Improving teaching and learning for adults with basic skill needs through formative assessment’, aims to achieve a better understanding of ‘what works’, for whom and under what circumstances, and will identify policy levers to improve the quality of provision for this group. This background report for Norway was prepared as an input to the OECD study. It includes description of: the nature and scale of challenges facing Norway in regard to adult basic skills education; any major national or regional programs or policies developed to meet the needs of adults with basic skills needs; such as legislation, influential white papers or other policy documents; widely distributed tools, materials or guidelines to support formative approaches to assessment in adult basic skills programs; what is known of instructors’ professional status, working conditions, as well as opportunities for training and professional development within the adult basic skills sector; gaps in provision and take-up; assessment polices/structures; research, guiding principles or ideas that have influenced the development of policies related to teaching and assessment in the adult basic skills sector; the ‘state of the art’ in formative assessment policy and practice, i.e. information that will help determine where countries are located in terms of their knowledge base and promotion of formative assessment and innovative teaching methods. The report is also intended to help guide interviews and document reviews for the case study research.