PROBLEMS INDUCED BY AMALGAMATION OF PEDAGOGICAL PROGRESSIVISM AND EDUCATIONAL ACCOUNTABILITY: ORAL EXAMS WITH PRIOR PREPARATION TIME IN NORWEGIAN SECONDARY SCHOOLS

TitlePROBLEMS INDUCED BY AMALGAMATION OF PEDAGOGICAL PROGRESSIVISM AND EDUCATIONAL ACCOUNTABILITY: ORAL EXAMS WITH PRIOR PREPARATION TIME IN NORWEGIAN SECONDARY SCHOOLS
Publication TypeJournal Article
Year of Publication2011
AuthorsElstad, E, Turmo, A, Guttersrud, Ø
JournalProblems of Education in the 21st Century
Volume30
Start Page22-34
Date PublishedMay/2011
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersICID: 943469
Keywordseducational accountability, oral exam, progressive school philosophy
Abstract

The progressive movement in Norwegian education has had the hegemony among civil servants, politicians and major groups of teachers. However, during recent years the assessment system has moved towards increased educational accountability based on performance measures (exams and national tests). At the same time, progressivistic inspired assessment has remained: oral exams with prior preparation time. The pupils are typically given the topics 48 hours in advance and have the opportunity to prepare at home or at school. They may take the exam individually or in groups. The teacher, who also asks the questions during the exam, defines the topics. The grades are assigned by an external evaluator, but the subject teacher should also take part in the assessment. This amalgamation of pedagogical progressivism and educational accountability induces major challenges in education.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=943469
Refereed DesignationRefereed
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