Assessment Norway by Hordaland County
This document discusses student assessment in Norway. It outlines key areas of Norway's Knowledge Promotion Reform, including competence aims, basic skills, free choice of methods, assessment, and adapted education. Student assessment involves a balanced approach with both teacher-based assessment and central examinations. Formative assessment has gained prominence and focuses on promoting student learning through feedback and advice for improvement. The Assessment for Learning Program from 2010-2014 emphasized four principles: understanding learning expectations, receiving feedback, receiving advice for improvement, and self-assessment involvement. While teachers generally support the reform's competence aims and basic skills focus, some have concerns about potential negative effects of fragmented learning processes and challenges implementing awareness of basic skills and learning strategies into their plans and teachings.
Assessment Norway by Hordaland County
- 1. Assessment for learning in a Norwegian context
- 2. Central areas in the Knowledge Promotion Reform;LK06 • competence aims (subjects) • basic skills and learning strategies (5) • free choice of methods • assessment • adapted education (personalized learning) 24.04.13 Endres i topp-/bunntekst 2
- 3. Student assessment in Norway • balanced approach • mix of teacher based assessment and central examination • teachers hold the key responsibility for both formative and summative assessment
- 4. Formative assessment • has gained increasing prominence in both policy and practice • focus were strengthened in the new regulations • same regulations at all levels of schooling
- 5. Continuous assessment •should have a clear intention to promote student learning through feedback from teachers and advice about ways to improve •should be seen as an ongoing process with a view to providing adapted teaching and feedback •should also focus on developing student´s self assessment
- 6. The Assessment for Learning Program 2010 -2014 Four key principles: Students learn best when they: • understand what they are supposed to learn and what is expected of them • receive feed back that informs them about the quality of their work • receive advice on how they can improve • are involved in the assessment of their own work
- 7. SMUL: • “The relationship between teaching and learning. Ways of working, development of skills and learning in Norwegian, science and social studies” • SMUL’s main focus is the way in which teachers understand, interpret and put into practice the current national curriculum, LK06.
- 8. What do teachers think about the reform? • The teachers generally support LK06’s focus on competence aims • Teachers think that they have become more aims oriented in their teaching after the implementation of LK06. • Teachers also generally support the focus on basic skills and learning strategies in LK06. LK06 has led to an enhanced focus on digital skills. • less cross-curricular work and greater focus on subjects, including more usage of subject specific ways of working
- 9. But there are some concerns: • Development of concrete learning aims, combined with detailed assessment criteria and frequent tests may in some cases lead to a negative fragmentation of the learning process. • Teachers claim that they are more aware of basic skills and learning strategies. But it is hard to find traces of the claimed awareness in the teachers´ plans and in the rationales for their teaching • The analyses of teachers´ practices show raised concern about the quality of the pupil activities when pupils work in groups or individually