1. ISCAR International Congress 2014 Sydney The type of assessment is essential to operationalize the curriculum Eva Brustad Dalland Norway

2. The driving test in a holistic perspective – An intervention study (Dalland 2014).  About the type of assessment in the driving test (to get the driving license).  About the tensions that arises when the curriculum and the type of assessment in the driving test are rooted in different pedagogical perspectives.  The intervention study is rooted in the cultural-historical activity theory.

3. The culture: We want to take care of the human health in the road traffic ”A Vision Zero” FATALITIES INJURIES

4. Self-knowledge Risk understanding Responsibility Dialogue Discussions Reflections Log book Self-assessment / formative asessment The learner shell develop a competence to drive in a responsible way. A curriculum for driver education given by the Directorate of public road

5. ? The driving test is still a standardized test The examiners’ tools: Observing the actions Register on a paper - convert the drivers action into symbolic numbers Counting and measurement

6.  Assessment is a complex activity; the type of assessment influences the practice of the curriculum and the learning process (Black & Wiliam, 2006; Hattie, 2003; Messick, 1988; Shepard, 2000; Smith, 2009). When new concepts for learning have been developed, there is often a delay as the assessment is designed to be in harmony with the previous learning concept (Dysthe, 2008). The Driving Test in Norway today has a design adjusted to the curriculum in 1980s. The type of assessment is powerful

7. Construct validity  The type of assessment has to be rooted in the same theoretical perspective as the curriculum ( Messick, 1989; Shepard,2000; Smith, 2009).  The construct of the test must not be defined too narrow, so it does not represent what it ought to do.  Persons, who design the test, have to be conscious about the primary intentions and the role of the assessment when they select working methods and assessment tools (Messick, 1989, 1998).

8. Summative assessment Distance between candidate and examiner Assessment as a control Positivist Constructivist Different perspectives Formative assessment Involving the learner The learner is active in the assessment Assessment for and as learning Driving test Curriculum

9. Artefacts Tools The dialogue as a tool Devision Roles Education Assessment Community Rules A new curriculum Government paper New rules Subjects: Teachers Learners Examiners Researcher Object: The driving test

10. Main Research Question How can the Driving test be developed and conducted so that the assessment will be in harmony with the educational perspective and the intentions in the existing curriculum for driver education?  An intervention research study A project together with 8 examiners in the Public Road Administration

11. The Expansive Learning cycle (Engeström in Engeström, Miettinen & Punamäki, 2006, p 384).

12. Qualitative assessment (Sadler, 1989).  Formative intentions.  The result is based on several sourses.  Dialogue and multiple criteria are important tools. In the project:  We developed and tried out how to use the dialogue as a tool in the assessment in the driving test, and how to involve the candidates in the assessment.  The examiner asked open questions to get knowledge about the candidates self- assessment, risk-understanding, reflections.

13. Self- assessment Stop Task: reflection; self- assessment A distance-task: Think aloud ”2-3 flexi-tasks” Examiner can ask open questions The candidate chooses where to drive An assessment dialogue with self-assessment

14. Data:  Observation: 20 reel driving tests + interviewing the candidates 173 answered questionares (the rest of the candidates)  Recording and notes from the workshops  The examiners’ logbooks  Interviews with 6 of the examiners at the end of the project Eva.Dalland@hint.no14 Analyses: Inspired of The constant comparative method of analysis (Strauss & Corbin, 1998 ).

15. Now you get a task: Think aloud about what influence your choices.

16. “Now I will keep an extra - large distance with the car in front of me, because the heavy vehicle behind me is too close, so I can give him more time if I have to brake “ Risk understanding: - Willingness to drive in a responsible way, to interact and take care of the other road users

17. The examiner:  There is a great difference when we talk about the quality. One says something about the road signs, and the other one gives class comments in relation to risk understanding (Peter, in log-book, 16.04. 2009).

18. Findings related to the task : «Thinking aloud»  Some of the driving teachers started to use this method when they knew that the candidate should do a driving test in the project.  Some of the candidates were not used to this method at the driving school.  Some candidates said that they tried to do commentary driving at home together with their parents, after reading about the type of the assessment in the project

19. Key findings  The tools, developed and tried out in the project, led to a better basis for the examiner to do a holistic assessment of the candidates’ competence as drivers.  The examiners became more certain about the assessment, especially when the candidates were close to the limit.  The candidates trusted the examiners’ assessments, and accepted and understood the results.  The candidates felt they were involved in this type of driving test. 19

20. Key findings  Both the examiners and the candidates said it was important to do an assessment dialogue including clarifications and feed forward.  New tools and working methods in the driving test influenced the teaching in the driving lessons and the driving practice at home.  The way we did the driving test in the project requires that the examiners have a good assessment competence.  tråd m 20

21. The research indicates We ought to see the driving test as an activity that should operationalize the curriculum and its intentions. The public authorities ought to dare to use qualitative assessment in the driving test, and these new working methods, to support road safety work. In this way the driving test can be a contribution to reach the Vision Zero in our community.

22. About the stop with a task about reflections.  Candidates said it was good to talk about their thoughts and to share their consciousness.  Candidates said it was good to get time to reflect and adjust the driving: - candidates «re-started»  Candidates became less nervous / better feelings in the situation

23. Key findings  The examiners were unused to such leadership in projects, - to be involved participations.  Diversity and multi- voicedness in the process created a collective development of new tools and knowledge.  The examiners experienced a good participation and ownership to what was developed and tried out in the project. They looked at themselves as a part of the research. 23