EPN-V2

PHUV9440 Assessment and Learning Course description

Course name in Norwegian
Vurdering og læring
Study programme
PhD Programme in Educational Sciences for Teacher Education
Weight
5.0 ECTS
Year of study
2025/2026
Programme description
Course history

Introduction

Alle hjelpemidler er tillatt så lenge regler for kildehenvisning følges.

Learning outcomes

On completion of the course, the students will have achieved the following learning outcomes:

Knowledge

The student:

  • gains insight into the complex relations between assessment and learning in educating children and young adults according to the most relevant research conducted internationally and nationally
  • understands and critically evaluates the mechanisms and research behind monitoring and assessing students’ oral and written skills
  • can critically evaluate how assessment and learning are dependent on and intertwined with issues of feedback and motivation

Skills

The student:

  • is able to critically evaluate the extent to which various forms of assessment are valid and reliable
  • is able to discuss complex theoretical and methodological issues in their own thesis in light of the course content

General competence

The student:

  • can critically discuss and evaluate complex issues related to assessment and learning at a level required in the international research field

Content

The course comprises five areas of assessment and learning concerning children and young adults in education. The course covers the following topical seminars:

National and international research on assessment and learning

This seminar takes a close look at the most prominent national and international research on (formative) assessment, and discusses their implications for policy, research and practice.

Assessment and oral skills

This seminar explores how research related to different oral practices discusses ways of monitoring and assessing oral skills. Students will discuss valid, reliable (and practical) ways for teachers to monitor and assess students’ oracy assessment and how this may impact on the realization of inclusive and adapted education.

Assessment and written skills

Participants will work with theoretical and empirical frameworks of assessing reading and writing, discuss challenges and issues for reading assessment and will conclude with possible future directions.

Assessment and feedback

Participants will be introduced to theoretical and empirical frameworks of feedback to support students’ learning and discuss affordances on how to provide embedded feedback in learning activities.

Assessment and motivation

In this seminar, participants will discuss the integration of assessment and motivation theories in the effort to promote learning.

Teaching and learning methods

Gradert skala A-F. Det gis felles karakter for alle studentene i gruppen.

Course requirements

Hver masteroppgave vurderes av to sensorer, hvorav minst én ekstern. Studentenes veileder kan ikke være sensor på masteroppgaven.

En sensorkommisjon består normalt av minimum en sensor som er spesialsykepleier innen fagområdet og en som har førstekompetanse.

Assessment

A paper of 5,000 words (+/-10% and excluding references and appendices) of 5 ECTs written in English, and related to one or more of the five areas of assessment in the course plan should be submitted after the course.

If a paper is not graded with "pass", the student must submit a revised version within a given deadline.

Permitted exam materials and equipment

All aids are permitted, as long as the rules for source referencing are complied with APA style of referencing.

Grading scale

The learning outcomes serve as criteria for assessments. The grades are "pass" or "fail".

Examiners

The paper will be assessed by one internal and one external examiner.

Admission requirements

Admission requirements

The requirements for admission include completing a five-year master's program (integrated or consisting of a three-year bachelor's program and a two-year master's program, in total 300 ECTS) in the fields of teacher education, other pedagogical disciplines, educational science, development studies, social sciences, or other relevant areas related to the PhD programme. The master's degree should include a substantial independent project equivalent to a master's thesis (minimum 30 ECTS). An internationally completed master's degree that corresponds to at least four years in the Norwegian education system may also be considered for admission (please check the grounds for enrollment on the website of the Directorate for Higher Education and Skills). https://hkdir.no/en/foreign-education/lists-and-databases/higher-education-entrancequalification-gsu

In case of a large number of applicants, PhD-students and academic staff at OsloMet, USN, Volda, NAFOL enrolled in the PhD programme in Educational Sciences for Teacher Education will be prioritized, then students in other PhD-programmes in other universities and colleges in Norway and abroad.

All applicants must send a summary in English of maximum one A4 sheet with relevant information about their own project/area of interest, containing topic, methodology, theoretical approach, and why this course might be relevant for their research study.

Course contact person

Professor Dina Tsagari (dina.tsagari@oslomet.no)