scholarly journals Eksamens- og standpunktkarakterer – to sider av samme sak?

2018 ◽  
Vol 12 (4) ◽  
pp. 17
Author(s):  
Elisabeth Hovdhaugen ◽  
Tine Sophie Prøitz ◽  
Idunn Seland
Keyword(s):  
Secondary Education ◽  
Classroom Assessment ◽  
Grading Practices ◽  
Assessment Practices ◽  
Advanced Mathematics ◽  
Upper Secondary Education ◽  
National Examination ◽  
Upper Secondary ◽  
External Examiner ◽  
Using Data

I denne artikkelen undersøker vi hvilken funksjon den norske ordningen med henholdsvis eksamens- og standpunktkarakter har for læreres vurderings-praksis. Analysen bygger på nasjonal karakterstatistikk og intervjuer med lærere som underviser i norsk eller matematikk i videregående skole, og som har erfaring fra å vurdere elevenes sluttkompetanse i disse fagene ved hjelp av begge disse vurderingsordningene. Studien tar utgangspunkt i en utdannings-politisk utvikling preget av forsterkede forventinger om å se standpunkt-karakterer og eksamenskarakterer i sammenheng. Dette er uttrykt som at det bør være et visst samsvar mellom disse vurderingsordningene, til tross for at standpunkt- og eksamenskarakterene blir satt på ulike premisser og springer ut av svært ulike kontekster. Felles for begge vurderingsformer er imidlertid at eleven skal få demonstrert sluttkompetanse i et fag. Vi viser hvordan disse to vurderingsformene veies opp mot hverandre i lærernes egne vurderings-praksiser, og bygger videre på lærernes synspunkter i en diskusjon av i hvilken grad eksamenskarakteren bør anses som egnet til å kvalitetssikre læreres standpunktvurdering.Nøkkelord: standpunktkarakter, eksamenskarakter, elevers sluttkompetanse, læreres vurderingspraksisNational examination grades and final classroom grades – two of a kind?AbstractIn this article, we analyse differences between grades based on national examinations, and final grades based on summative classroom assessment at the end of upper secondary education, using data from two subjects: Norwegian language and advanced mathematics. We compare the two types of grades over time and provide a statistical demonstration of the differences. Through interviews with teachers of Norwegian or mathematics in upper secondary education, we highlight the differences between grading based on summative classroom assessment and being an external examiner. We show how these two assessment methods are weighed against each other in the teachers' own assessment practices, before we finally discuss the extent to which teachers perceive the exam grades as a form of measure for quality assurance of the grade based on summative classroom assessment in the same subject.Keywords: summative classroom assessment, national examination grades, students’ final competence, teachers’ grading practices

scholarly journals Examining the Adequacy of Non-Projected Media Resources in the Teaching of Geography in Public Secondary Schools in Koibatek Sub County

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Charles Kibet Kiptum
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Critical Role ◽  
Field Work ◽  
Analysis Data ◽  
Physical Geography ◽  
Head Teachers ◽  
Upper Secondary Education ◽  
National Examination ◽  
Upper Secondary

This study sought to examine the adequacy of non-projected media resources in the teaching of Geography in public secondary schools in Koibatek Sub County. A sample of 70 Geography teachers, 35 head teachers and 314 students were sampled using purposive and stratified random sampling. Data collection was done by use of questionnaires, observation and content analysis. Data was analysed using descriptive statistical methods. The results were then presented in pie charts, graphs and tables. The study established that most schools had a limited supply of non-projected media resources. The study has recommended for an urgent review of curriculum and increased supervision to ensure that curriculum is fully implemented, and refresher courses be given to teachers on the use of these resources. Geography is one of subjects that can be studied as a physical or social science at high schools level. In secondary education it is currently an optional subject at upper secondary education. There have been concerns over declining performance in Geography at national examination, especially areas that test students’ knowledge of field work, map work and physical Geography. Coincidentally these are the areas where non-projected media resources are most used. Yet few studies done in Geography have not adequately examined the non-projected media resources despite their critical role in the teaching of Geography. One of the reasons that have been put forward by KNEC (2007) is that students perform poorly in Paper I because of inadequate use of non-projected media resources.

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

Caracterrsticas de la Oferta de la Educaciin Media en Colombia (Upper Secondary Education in Colombia)

2017 ◽  
Author(s):  
Sandra Garcia ◽  
Darro Maldonado ◽  
Marcela Acosta ◽  
Nicolas Castro ◽  
David Granada ◽  
...  
Keyword(s):  
Secondary Education ◽  
Upper Secondary Education ◽  
Upper Secondary

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

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