Grading guide KFL2060 4060 autumn 2018

Contents

1. General info. 1

2. Exam cases. 2

3. General grading guide. 4

5. Specified grading guides. 5

Case A.. 5

Case B.. 7

 

1. General info

This is a joint graduate/undergraduate course, which means bachelor and master students are taking the same course and take-home exam. However: the bachelor/master students have different requirements when it comes to the length of the paper, as well as level of knowledge/reflection/use of theories. Read more about the course and the mandatory requirements here (most of the info can be found on the KFL2060-page):

For bachelor students – KFL2060:

https://www.uio.no/studier/emner/annet/skk/KFL2060/

For master students – KFL4060:

https://www.uio.no/studier/emner/annet/skk/KFL4060/index.html

  • The students get to choose to solve/answer case A or case B. Both case A and case B can be structured freely – students do not need to answer the questions in a chronological order (but they can do that if they wish).
  • When it comes to language – level of English is not supposed to be of great significance. Most students have English as a second or third language, and moreover: they have a limited time frame to write the take-home exam (three days). It is the content that matters – however: the English should be understandable.
  • In the description of the marking scale of KFL2060 it is stated: “It is the overall evaluation which decides the mark given, in that each separate criterion does not have to have the same mark; for example, not all marks have to be A to achieve a final A. Discretional judgement is to be exercised across the board.”[1] This guiding principle is worth emphasizing also here.

     

The main differences between expectations of bachelor- (KFL2060) and master (KFL4060)-students – based on what is stated in the course pages under the headlines Knowledge, skills, and competences:

KFL2060

Bachelor students should demonstrate basic knowledge of theories, concepts and empirical studies included in the course literature.

KFL4060

Master students should demonstrate advanced knowledge of theories, concepts and empirical studies included in the course literature, including the additional course literature for master students (chapters from the book Is there a Nordic feminism?). Master students should demonstrate that they can actively make use of/employ the theories and concepts included in the course literature.

2. Exam cases

 

Exam KFL2060 & KFL4060 – Gender Equality in the Nordic Countries

NB: You are expected to write a paper based on case A or B.  In so doing you are supposed to use texts from the course literature.

For bachelor students (2060) the assignment must have a length of 8 pages, (450 words per page total 3600 +/- 10% (not counting spaces). References and front page in addition.

For master students (4060) the assignment must have a length of 10 pages, (450 words per page total 4500 +/- 10% (not counting spaces). References and front page in addition.

Case A.

In their article, Farstad and Stefansen (2015:67) states:

“Overall however we conclude that within our context of a father friendly welfare state, men from different levels of society are indeed moving into the terrain of childcare without much hesitation. Being a caring father seems nothing less than culturally obligatory.”

1. Discuss how work-life balance policies in the Nordic countries could explain the development described in the quote.

2. Identify cultural changes that have taken place in the Nordic countries since the 1970’s that could explain the development described in the quote.

3. In which ways can the above quote by Farstad and Stefansen be questioned?

Additional 4th point for master students (KFL4060):

4. Discuss the quote by Farstad and Stefansen in light of theories on masculinity included in the course literature.

 

Case B.

In the introduction to her book Has democracy failed women? Drude Dahlerup argues:

“As the daughter of a feminist mother, I knew that my high school teacher was wrong when, without any reservations, he taught us that the ancient city-state of Athens was the ‘cradle of democracy’. Can one really speak of democracy when a large portion of the population, perhaps even the majority, is excluded from political decision-making, as was the case in ancient Greece for women as well as for immigrants, slaves and workers?”

1. In which ways is Dahlerup’s quote relevant to the “who” of democracy in the Nordic countries?

2. Discuss how institutional policies have been used to foster gender balance in politics or in the work place.

3. Identify cultural changes that have taken place in the Nordic countries since the 1970’s that could explain the development towards a greater degree of gender balance in political assemblies.

Additional 4th point for master students (KFL4060):

4. Include reflections regarding the usefulness of applying an intersectional perspective when it comes to analyzing the lack of diversity in politics.

 

 

3. General grading guide

 

1. Mandatory requirements: Is the exam question/case understood and answered in a satisfactory manner?

 

2. Structure/Consistency: Is the exam paper structured in a consistent and logical way? (rød tråd gjennom oppgaven?)

 

3. References and sources: Correct use of references and source materials, relevant references/sources?

 

4. Knowledge and understanding: Shows understanding of central theories and concepts + selection and description of suitable theories/concepts

 

5. Independent use of theories and concepts: Independent use of theories and concepts in the discussion.

 

6. The overall impression: 

 

 

 

The general grading guide is supposed to be of assistance when assessing the exam papers. Note that because of the limited time-frame of the take-home exam, the criteria of box 2 (structure/consistency) are not as important as the other criteria. For bachelor level, minor mistakes/deviations in citing and referencing are ok. For master level, there are higher expectations in this regard.

If the exam paper includes and discuss all three (KFL2060) or four (KFL4060) of the questions in the exam case, makes good use of the course literature, as well as demonstrates a reasonable degree of understanding of central theories and concepts related to the case – it is a good exam paper.

A really good exam paper should in addition preferably tick the other boxes of the general grading guide, especially box 5: “Independent use of theories and concepts in the discussion”. The student hence manages to make active use of the course literature, and discusses the relevant concepts, theories and empirical studies in an independent manner.

A satisfactory exam paper meets minimum requirements:

  • Has a satisfactory length (number of words) and cites sources.
  • Answers all the exam questions and demonstrates basic understanding of them.
  • Makes use of the course literature and attempts to follow up paraphrasing with independent reflections or discussion points.
  • Makes use of central concepts or theories in the course literature.

As mentioned above, discretionary judgement and an overall assessment is exercised in the grading of the exam paper.

 

5. Specified grading guides

 

Here are the specified grading guides for each exam case, with examples of and pointers to relevant literature and content. There might of course be other relevant texts/themes from the course literature than those mentioned here.

Case A

 

KFL2060 & KFL4060

This exam case mainly draws on literature from the teaching sessions with the themes Work-life balance, Men and masculinities and Explaining change: structures and agents.

The exam paper should preferably include:

A demonstration of knowledge about institutional policies related to the quote: work-life balance policies/positive action/quotas.

For example:

  • Parental leave schemes in general (e.g. Farstad & Stefansen 2015, Korsvik 2011, Lister 2009, Teigen & Skjeie 2017).
  • Daddy quotas (ibid.)
  • Publicly funded childcare arrangements – like kindergartens or cash-for-care (Smeby 2017, Korsvik 2011, Teigen & Skjeie 2017)
  • Positive action in the form of quota schemes used in for example politics and the labour market (Teigen 2011, Dahlerup 2018)

A demonstration of knowledge on cultural/societal changes in the Nordic countries since the 1970’s.

For example:

  • The change in peoples’ attitudes: from a universal breadwinner model to a dual-breadwinner model (Ellingsæter 1999, Fraser 1994, Nadim 2016)
  • Women’s mass entry into the labour market – a result of a change in attitudes or vice versa? (Ellingsæter 1999). 
  • Modernization processes (Aarseth 2007 and Nielsen and Rudberg 2000)

A discussion on how the quote by Farstad and Stefansen can be questioned.

  • A discussion about the potential discrepancy between policies and peoples’ attitudes/responses.
  • A discussion about coexisting norms and ideals of being a father.
  • Differences in exercising fatherhood related to class, minority background, religion etc.

     

    (e.g. Smeby 2017, Nadim 2016, Aarseth 2007, Nielsen and Rudberg 2000, Haavind 1984)

Additional 4th point for master students (KFL4060):

4. Discuss the quote by Farstad and Stefansen in light of theories on masculinity included in the course literature.

- Various kinds of masculinities – how is the father-role perceived among different groups of men? (Farstad and Stefansen 2015: orthodox vs. inclusive masculinity – class-based differences?)

- Theories on hegemonic masculinity – power relationships among men and women, and among groups of men = different ways of exercising fatherhood? (Hearn et al 2012)

- Theories from Is there a Nordic feminism? Insights on men and masculinities from the chapters from Sjørup and Haavind could prove to be useful here. 

 

Case B

 

This exam case mainly draws on literature from the teaching sessions with the themes Access to work, education and politics, What is gender equality? Key concepts in the Nordic context, Explaining change - structure and agents and Gender equality from an intersectional perspective.

The exam paper should preferably include:

KFL2060 & KFL4060

Reflections/discussion on the “who” of democracy in the Nordic countries

- The political goal of gender balance in political assemblies and at work places (Skjeie & Teigen 2005, Teigen and Skjeie 2017, Hernes 1987)

- The struggle for universal suffrage (Dahlerup 2018)

2. Discuss how institutional policies have been used to foster gender balance in politics or in the work place.

- Quotas in various forms (Teigen 2011, Dahlerup 2018, Lister 2009, Teigen & Skjeie 2017) different kinds of quotas can count as different institutional policies.

- Universal suffrage (Dahlerup 2018)

3. Identify cultural changes that have taken place in the Nordic countries since the 1970’s that could explain the development towards a greater degree of gender balance in political assemblies.

- The changing views regarding female politicians (Railo 2014, Dahlerup 2018)

- The increasing inclusion of women in the public sphere (Ellingsæter 1999, Kangas, Palme & Kainu 2016 etc.)

- From the universal- to the dual breadwinner model (Fraser 1994, Aarseth 2007, Nielsen & Rudberg 2000)

Additional 4th point for master students (KFL4060):

4. Include reflections regarding the usefulness of applying an intersectional perspective when it comes to analyzing the lack of diversity in politics.

- Not only a lack of women – we also need to recognize that there is a lack of politicians/political actors with various kinds of minority backgrounds (e.g. Kuokkanen 2015, Gullestad 2006, Borchorst et al 2012, Rydström 2011)

- What kind of women become politicians? (Railo 2014) The importance of education/class background: (Nielsen and Rudberg 2000)

Published Dec. 20, 2018 1:10 PM - Last modified Dec. 20, 2018 1:11 PM