assessment norway by hordaland county
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Assessment for learning in a Norwegian context
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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)
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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
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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
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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
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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
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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.
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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
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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
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