UV9342 – Assessment in Education: Traditions and Trends
Within the age of a global knowledge economy the discourse of assessment policy has changed. Although selection as well as fairness, quality and efficiency are still essential concerns, other aspects which have made the discussion more complex and ambiguous have been added. The introduction of comparative studies such as PISA has led to an attention towards benchmarking and an increased focus on competition among schools, local communities as well as nations. Furthermore, recent assessment policy emphasises the importance of assessment for learning and understanding rather than control and prediction. Hence formative assessment has become a core concept of the policy discourse. Finally, arguments that point to the importance of assessment as a tool to ensure that teachers and school leaders are accountable are increasingly stressed.
In the seminar we will critically address the different aspects of assessment mentioned above.
The PhD students should be able to:
- demonstrate a systematic and research based understanding of the purpose of assessment in education and how it has changed throughout recent history nationally as well as globally
- critically examine the core concepts of assessment in education
- reflect and participate in the discussion of the research community on assessment as policy and practice.
PhD-candidates enrolled in NATED will be given priority, but it is also possible for other PhD-candidates to apply for the course.
Candidates admitted to a PhD-program at UiO: Apply by Studentweb
Other applicants: apply through registration form
Deadline for registration: January 31, 2013
Formal prerequisite knowledge
Admission on a Ph.D. - Programme and at least a masters' degeree
Location: University of Oslo, Helga Eng’s Hus, room 231
Duration: 14 hours, two days
The course is 25-26 February 2013, 09.00 – 16.00
Responsible: Professor Jorunn Møller (ILS) in cooperation with Associate Professor Gunn Søreide, University of Bergen.
Guest Professors: Professor Peter Mortimore, University of Southern Denmark; Professor Christian Lundahl, University of Karlstad, Post doc. Guri Skedsmo, University of Oslo.
Work format: Open lectures and seminars
1 credit points for course participation (80% attendance required)
3 credit points for course participation and submitted paper