1. Learning, Assessment and Curriculum Berit Karseth November 21, 2007

2. Berit Karseth - November 21. 2007 Perspectives on learning Rational perspective –Learning originates from within the individual Behaviourism –Learning is responses on reinforcements Individual constructivism –Explaining the outer (acts, behaviour) in terms of the inner (mental representations), cognitivism Social constructivism –Explain the inner (consciousness) in terms of the “outher” (society)

3. Berit Karseth - November 21. 2007 Socio-cultural approach Placed within a social constructivist perspective. Focusing on mediated action in social contexts. Mediation means that human activity like learning is interwoven with the cultural tools or artefacts and human actors within the specific culture In this perspective the key for professional learning and improvement is connected to a change of the cultural tools and the way they are used inside the learning culture, rather than a change in individual predisposition for learning. Assessment is seen as social activity, therefore, it can be understand only by taking social, cultural and economic and political contexts in which it operates.

4. Berit Karseth - November 21. 2007 The role of assessment Society Educational system Teaching and learning activites

5. Berit Karseth - November 21. 2007 The purpose of assessment – societal level Selection and certification –Select candidates for work life –The need to regulate access to professions Social mobility and equity as ideals Cultural and social reproduction as consequences (as the IQ tests)

6. Berit Karseth - November 21. 2007 Curriculum and assessment Using assessment as a policy tool to drive the educational system. Assessment used for monitoring the system and curriculum control

7. Berit Karseth - November 21. 2007 Learning and assessment “The tail wags the dog” – students learning behaviour is guided by the way in which they are assessed. Assessment focusing memorizing guides students to focus memorizing and rote learning Assessment focusing formative elements guides students to focus on in-depth learning and understanding

8. Berit Karseth - November 21. 2007 Recent focus From traditional standardized tests or examination to broader assessment focusing “authentic” assessment. The purpose is to design assessment that supports learning and provides more detailed information about students. Importance of balance between reliability and validity

9. Berit Karseth - November 21. 2007 From test culture to assessment culture (Dochy & McDowell) From the transferring of knowledge into students’ head to developing the ability to learn to learn Pluralistic assessment programmes – no ideal assessment procedures.

10. Berit Karseth - November 21. 2007 Assessment in different national contexts Similarities and differences –Purpose of the assessment –Form and procedures –Controversial themes The impact of international comparison of learning outcome in education Assessment and international competition Entrance regulations (high or low selection)

11. Berit Karseth - November 21. 2007 Disciplinary or programme differences Examples from the University of Oslo Law Psychology Political science

12. Berit Karseth - November 21. 2007 Challenges Contradictory purposes –Objective or subjective oriented Control or development –The rhetoric (a new language) of development and support – however, the power relations maintain Costs The status of teaching vs research within the institution

13. Berit Karseth - November 21. 2007 HEM4210 Exam Instructions 2007 You will be given two questions, BOTH questions must be answered and will be evaluated using the criteria listed below. You will have 4 hours to type your exam. After completing your exam you must print off your exam and turn it into the exam representative. The paper copy of the exam is the official exam copy. You will then be given a USB stick/Pin which you must save your exam. (You must not change anything between printing off the exam and saving it to the USB stick). Return the USB stick to the exam representative. Your exam will be uploaded into Fronter where you will receive your result. Results will not include an explanation of a grade unless you receive a Fail.

14. Berit Karseth - November 21. 2007 Criteria for evaluating the written exam 2007 Ability to display critical and independent thinking. Demonstrate understanding of course literature through appropriate discussion of various articles; problematize and use articles to support your discussion. Response to questions must be written in a structured and cohesive manner, there should be a clear line of argument and written in an essay style.

15. Berit Karseth - November 21. 2007 UiO exam regulations concerning exam attendance All students must be present at the exam beginning at 9:00. If you are sick before the exam you still must attend the exam, only doctor’s notes that include the date of the exam will exempt you from the exam. If you fall sick on the day of the exam you have 3 days in which you can deliver the doctors note to Jennifer. You will be offered another exam at another date before 20 December 2007.

16. Berit Karseth - November 21. 2007 ECTS and UiO The standard credit system used for courses at the University of Oslo is based on the European Credit Transfer and Accumulation system (ECTS). A full semester's work load consists of 30 credits (studiepoeng in Norwegian). Grades are awarded on a descending scale using alphabetic grades from A to E for passes and F for fail. An average of C is the requirement for admission to Master's Degree Programmes. A pass/fail mark is given for some examinations. The pass/fail scale is applied as an independent scale with only two possible results, and is not connected to the graded alphabetic scale. The Norwegian grading scale is in compliance with the European Credit Transfer system, but it differs from the ECTS system in that it is qualitative, rather than quantitative. The distribution of awarded grades from a large number of exams within a time period of 3-5 years is still expected to match the quantitative distribution applied in the ECTS scale.

17. Berit Karseth - November 21. 2007 ECTS grading scale: ECTS Grade % of successful students normally achieving the grade Definition A B C D E (FX F 10 25 30 25 10 - EXCELLENT – VERY GOOD – GOOD – SATISFACTORY – SUFFICIENT - FAIL - some more work required ) FAIL - http://www.uio.no/studier/utland/erasmus/skjema/transcript.doc