Bachelor Programme in Early Childhood Education and Care - Web- and Campus-based Programme description

The legal basis for this plan is laid down in Act of 1 April 2005 No. 15 relating to universities and university colleges and in the Regulations relating to the Degree of Philosophiae Doctor (PhD) at OsloMet - Oslo Metropolitan University (hereinafter referred to as "PhD Regulations").

The PhD Programme in Engineering Science is firmly rooted in the broad international tradition of PhD studies in engineering technology and engineering science. The programme builds on the scientific strengths of the engineering departments at the Faculty of Technology, Art and Design and on the research groups at Simula Metropolitan Center for Digital Engineering (SimulaMet).

The programme supports the needs for highly qualified expertise in engineering in industry, the public sector and in academia. The programme prepares students for positions in industry as well as in academia, and is designed to ensure that they are able to take on demanding and important roles in the private and public sectors, where in-depth expertise and knowledge of engineering science are required.

In this PhD programme, the term engineering science is defined as follows:

Engineering science is a discipline that concerns with the physical and mathematical basis of engineering and technology. In the modern world it implies chemical engineering, electrical engineering, computer science, bioengineering, civil engineering, mechanical engineering, aeronautical engineering and environmental engineering.

The three key elements of this definition are applied mathematics and physics in the broad sense, engineering and technology. The interrelationship between these terms is as follows: from the basis of applied mathematics and physics, engineers are able to understand physical phenomena, which in applied form leads to engineering solutions to problems in society. Technology can be seen both as the tool used in the engineering process and as the result of the process itself.

In the PhD programme, the students are exposed to applied mathematics and physics, engineering and technology in the context of developing products and solutions for the advancement and well-being of society. This will be done through a doctoral thesis (150 ECTS credits), compulsory coursework in research methods and ethics (10 ECTS credits), and elective coursework in various aspects of engineering science (20 ECTS credits).

The thesis will address a defined set of challenges in society, and will consist of research into the application and development of knowledge in applied mathematics, physics, engineering and/or technology to address these challenges.

The Bachelor's Degree Programme in Radiography is a three-year programme of professional study (180 credits). Students who complete the programme are awarded the degree of Bachelor in Radiography, which forms the basis for authorisation as a radiographer in accordance with the Act relating to Health Personnel etc.

The programme description has been drawn up on the basis of the National Regulations relating to a Common Curriculum for Health and Social Care Education and the Regulations on national guidelines for radiography education adopted by the Ministry of Education and Research. The programme was established under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

According to Section 2 of the Regulations on national guidelines for radiography education, the purpose of the radiography education is to educate responsible, reflected and professionally competent radiographers who can practise radiography independently and in cooperation with others. The education should be evidence-based, profession-oriented and practice-based and in line with social, scientific and technological developments.

A radiographer uses high-tech medical imaging equipment for accurate diagnosis and treatment. Another important function of radiographers is to assess quality, ensure radiation protection and patient safety, and work to optimise procedures.

Radiography contains elements from several fields, and the combination of these elements makes up the core of the discipline. Radiographers’ expertise in the fields of health technology, basic biological sciences and care subjects enables them to ensure high-quality diagnostic imaging examinations and treatment. The programme is also intended to impart knowledge, skills and attitudes that form a basis for equitable provision of services for all groups in society.

Radiographers come into contact with people with different diseases, injuries and levels of functioning from different social and cultural backgrounds. Radiographers have a duty to safeguard everyone's right to equitable services.

The radiography programme at OsloMet has a particular focus on computed tomography (CT), with a major course offered in the second semester. In addition, an international specialisation course in CT is offered in the final semester. The programme also includes a separate course in Paediatric X-ray, where the radiographer plays a key role in the investigation of child abuse.

Relevance to working life

Radiographers work with people of all ages in public and private institutions, for example diagnostic imaging departments at hospitals, private medical imaging centres or radiotherapy departments. Radiographers also work in industry, with medical technology equipment suppliers, the pharmaceutical industry, and at universities and university colleges.

Relevance to further education

A bachelor's degree in radiography qualifies students for admission to several different further education and master’s degree programmes, both at OsloMet and at other institutions in Norway and abroad.

The programme will build on a master's degree in an engineering discipline, applied mathematics or physics, or a similar master's degree relevant to the PhD programme.

Formal requirements:

3.1.Norwegian master's degree in an engineering discipline, applied mathematics or physics worth 120 ECTS

OR

3.2.Foreign degree-equivalent in an engineering discipline, applied mathematics or physics, equivalent to a master's degree in the Norwegian higher education system. In cases where the foreign master¿s degree does not comprise 120 ECTS, admission may be granted subject to individual assessment, provided the qualification presented grants access to PhD studies in the country of origin.

3.3.The average grade awarded for the bachelor's degree must not be lower than a C.

3.4.The average grade awarded for the master's degree must not be lower than a B.

3.5.A minimum grade of B must be awarded to the master's thesis.

Documentation of the completed education on which the decision regarding admission should be based (certified copies of original certificates) must be submitted.

Students seeking admission to the programme, must submit an application providing the following information:

1. A description of the research work that will lead to the thesis. This description shall consist of:

• A problem statement that is related to a societal problem that can be solved - completely or partly - through engineering preferably pointing out interdisciplinary aspects.
• A project plan describing the background and identifying a research gap to demonstrate that the student has an overview of the research field.
• The project plan should include a proposed research design to solve the problem.
• A milestone plan for finishing the thesis.
• A publication plan.
• A plan for internationalisation.
• Specification of language in which the dissertation will be written
• Information about any possible restrictions connected to intellectual property rights that may affect the planned project.
• If the project calls for special academic or material resources, this must be documented in the application.

2. A list of coursework to fulfill the 30 ECTS coursework requirement

3. Supervisor's signature

4. A funding plan.

5. An account of prospective judicial and/or ethical issues the project may present.

6. Information on whether the project requires approval by research ethics committees, other public authorities or private actors. This kind of approval should be collected pre-submission when possible, and attached to the application.

Excellent English language skills are required for all participants in this PhD programme. International students must document this before appointment by taking one of the following tests and achieving the stipulated minimum total scores:

• TOEFL - Test of English as a Foreign Language, internet-based test (IBT). Minimum total score: 92. Or Paper based test with a minimum score of 600
• IELTS - International English Language Testing Service. Minimum overall band score: 6.5. Certificate in Advanced English (CAE) and Certificate of Proficiency in English (CPE) from the University of Cambridge.
• PTE Academic - Pearson Test of English Academic. Minimum overall score: 62.

The following applicants are exempt from the abovementioned language requirements:

• Applicants from EU/EEA countries
• Applicants who have completed one year of university studies in Australia, Canada, Ireland, New Zealand, the UK or the US
• Applicants with an International Baccalaureate (IB) diploma

Decisions on admissions are based on an overall assessment of the applications. The doctoral committee at the Faculty of Technology, Art and Design at OsloMet shall consider admission applications.

Admissions to the PhD Programme in Engineering Science are considered on an ongoing basis. Pursuant to the PhD Regulations, section 2-6, admission to PhD programmes is formalised by a written contract between the PhD student, the supervisor(s) and the Faculty of Technology, Art and Design.

An application for admission to the PhD programme should normally be submitted within three (3) months after the start of the research project which will lead to the degree.

The admission requirements are the Higher Education Entrance Qualification or an assessment of prior learning and work experience.

Applicants must submit a transcript of police records in connection with admission to the programme, cf. the Regulations concerning Admission to Higher Education.

The use of clothing that covers the face is incompatible with taking the programme's theoretical and practical training courses. During the practical training, the students must comply with the clothing regulations in force at all times at the relevant practical training establishment.

After completing the Bachelor’s Degree Programme in Radiography, the candidate should have the following overall learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The candidate

• is familiar with radiography’s history, development, distinctive nature and place in society
• has broad knowledge of anatomy, physiology and pathology, biochemistry, microbiology, pharmacology, physics and health technology
• has broad digital competence, including on medical image and information systems, information transfer, image storage and teleradiology
• has broad knowledge of imaging and safety in conventional radiography, computed tomography (CT) and magnetic resonance imaging (MRI)
• has basic knowledge of other fields such as radiation therapy, nuclear medicine/PET (positron emission tomography), interventional radiography and mammography, as well as imaging, safety and treatment methods
• has broad knowledge of radiation and radiation protection in relation to human beings and the environment
• has knowledge of health and social issues in the population
• has knowledge of relevant ethical theories and professional ethics guidelines for radiographers
• has knowledge of communication and guidance theories and methods, and can understand their importance to communication and to building relations
• has knowledge of philosophy of science, evidence-based practice as a method, the research process and research ethics
• has knowledge of the health and welfare system and equitable health services in a public health perspective
• has knowledge of applicable legislation, regulations and guides in their practice, both national and international

Skills

The candidate can

• apply knowledge of physics, machines and image processing techniques to optimise diagnostic imaging examinations and contribute actively to quality control
• apply adapted communication, patient care and risk assessments for individual patients, next of kin and members of staff
• initiate necessary emergency medical interventions such as cardiopulmonary resuscitation
• apply evidence-based practice
• find, critically assess and refer to information, scientific literature and ethical issues, and present it in a way that sheds light on radiography issues
• engage in interdisciplinary and interprofessional cooperation and identify needs for cross-sector cooperation across enterprises and levels

General competence

The candidate

• can plan, carry out and assess diagnostic imaging procedures based on the referral, justification and the patient's clinical condition, independently and through interdisciplinary cooperation
• can identify and discuss radiography issues and thus contribute to developing the quality of practice
• has insight into factors that contribute to good public health in relation to individuals and groups in society
• has insight into how medical technology equipment used in diagnostic imaging and treatment is constructed and functions, and takes responsibility for safe use of radiation and optimisation
• can reflect on his/her own professional role in relation to society's needs and participate actively in public debate of relevance to the field, and communicate important academic subject matter orally and in writing
• has insight into the history and practice of the profession, both nationally and internationally

Learning outcomes have been defined for the radiographer education in the following areas:

• Anatomy, physiology, pathology and pharmacology (1)
• Physics and imaging (2)
• Patient care, communication and ethics (3)
• Radiation protection (4)
• Digitalisation and e-health (5)
• Research, development and innovation (6)
• Health policy and society (7)

The topics are closely intertwined in the teaching and form the basis for the skills required to practise the profession. Students will develop knowledge, skills and general competence that enable them to follow up and influence the development of the discipline and society’s requirements of radiography services.

The first year of the programme emphasises basic subjects, with a focus on basic modalities such as conventional radiography, and six weeks of practical training. The common course Public Health and Health Management is also part of the first year.

The second year of the programme focuses on pharmacology and more advanced diagnostic imaging examinations and forms of treatment. This year also provides an introduction to evidence-based practice. The year concludes with a long period of external practical training, lasting for 12 weeks.

The third year of the programme contains courses that deal with the radiographer profession, external practical training (12 weeks), in-depths study of CT and work on the bachelor's thesis. The final common course, Technology and Society, is taught during the final semester and provides an introduction to life and work in a digitalised world.

Common courses and teaching activities 

The Bachelor’s Degree Programme in Radiography has the following common courses and common teaching activities: 

• RAB1060 Evidence-Based Practice (EBP) in Health Care, 5 credits 
• RAB1050 Public Health and Health Management, 5 credits 
• RAB1070 Technology and Society I, 5 credits 

In the courses RAB1060 Evidence-Based Practice (EBP) in Health Care and RAB1050 Public Health and Health Management, different academic environments at the Faculty of Health Sciences join forces to provide the students with a common competence platform in line with national guidelines. In RAB1050, focus is on the health services’ organisation, health legislation and health administration, as well as preventive and health promoting work. In RAB1060, students will learn about the rationale for evidence-based practice, with a focus on critical thinking and shared decision-making. For more details, see the individual course descriptions. 

The course RAB1070 Technology and Society I is a preparatory course that is part of most degree programmes at OsloMet. The course provides a basic understanding of the digital world, and how technology influences people's lives and the way in which we work, and will help the students to enter the labour market with a basic understanding of technology. The Department of Computer Science at OsloMet is responsible for the practical implementation of the course. For more details, see the course description. 

The structure of the programme

The programme is divided into 17 compulsory courses and incorporates both practical and theoretical teaching at the university and external practical training. Each year of the programme has a scope of 60 credits.

The courses are based on each other to facilitate progress with increasing requirements for knowledge and understanding of radiography. The practical training courses are a key part of the radiographer education. The practical training gives students experience of planning, carrying out and evaluating radiography, both in terms of theoretical and practical knowledge. All the courses conclude with a final assessment. The academic year is 40 weeks long, and the expected workload is 40 hours per week. This includes scheduled activities, students’ own activity and exams.

Study progress

The following progress requirements apply to the programme:

• Students must have passed the first year of the programme before they can start the second year.
• In the second year of the programme, students must have passed RAB2000 in order to start RABPRA2.
• Students must have passed the second year of the programme before they can start the third year.

The work and teaching methods used in the programme are intended to facilitate the integration of knowledge, skills and general competence and have considerable transfer value to professional practice. Health and natural science theory is placed in a radiography context and related to the profession right from the start of the programme.

Teaching activities are intended to stimulate active learning and engagement. Good learning outcomes are first and foremost dependent on the students’ own efforts. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and practical skills training. Normal study progress requires students to make great personal efforts in the form of study groups and individual work.

Different types of digital learning resources are used in the programme to stimulate student activity and cooperation. These resources can be used in students’ preparations for teaching activities, as support in cooperation processes and for podcast production and digital storytelling. It is also expected that all students should contribute to creating a good learning environment for their fellow students through active participation in the different work and teaching methods.

More detailed descriptions of the most common work and teaching methods used in the programme are provided below. The individual course descriptions state which work methods each course employs.

Self-study and group work

Learning requires a high degree of own activity and self-study, including both individual work and cooperation with fellow students in groups. Through activities such as exchanging ideas, presentations, discussions, writing assignments and problem-based assignments, students will be stimulated to learn by communicating knowledge and experience, expressing their own opinions and, together, reflecting on their own attitudes, actions and understanding of the field. Active participation in group work gives students an opportunity to develop their cooperation skills as well as their academic understanding and analytical skills.

Lectures

Lectures are used to shed light on main elements, concepts, principles and important issues. Lectures can be held in auditoriums or made available in digital format.

Skills training

Students acquire skills through practical training on each other, simulations or in interaction with users/patients. They develop their professional role through supervision and teaching that promotes reflection on their own professional practice. Skills training can take place in laboratories at OsloMet or at cooperating institutions.

Seminars/workshopsStudents are able to engage in relevant topics to deepen their knowledge and develop their skills in academic formulation and reflection. They do this through academic presentations, solving assignments, discussions and assessment of other students’ academic performance.

Flipped classroom

Flipped classroom is used as one of the teaching activities in several of the courses in the programme. This means, for example, that a lecture is substituted with digital learning resources such as video clips or digital lectures. These resources are made available to students in advance and the students prepare by watching the videos before attending a teaching session. This allows more time to be dedicated to problem-solving activities with the course lecturers. The students can use demonstration videos to familiarise themselves with methods and approaches in preparation for skills training.

Written assignments

Assignments are written both individually and in groups. Students work on different forms of written assignments throughout the programme. Through this work, the students learn to see connections, develop more in-depth knowledge and understanding, and develop their specialist terminology. Students are expected to supplement subject matter from teaching activities and the syllabus with research and scholarly articles, reference works and online resources. In some courses, the students will assess each other’s work and provide feedback to each other.

The learning outcomes of the programme include knowledge at the forefront of research, complex skills, and a high level of general competence in the field of engineering science. This means that the working and teaching methods will be sufficiently varied and complex to support the student's learning process on the way to achieving the learning outcomes.

Training component

Lectures

The lectures will cover key topics in the courses and will disseminate current issues and new research findings.

Self-study

Achievement of the learning outcomes depends mainly on the degree to which the PhD student makes effective use of the instruction and supervision offered and accepts responsibility for working independently. Self-study entails student-initiated activities such as individual study and cooperation with fellow students. The starting point consists of theoretical and methodological issues and a knowledge base in engineering science.

Seminars

Organised group work requires students to discuss given research problems based on a topic covered in the course and on their respective academic backgrounds. This offers the students opportunities to reflect on multidisciplinary and interdisciplinary research problems. The outcomes of the seminars are presented and discussed in plenary sessions, providing students with training in both academic dissemination and peer review.

Practical application of methodology

Different methodologies are applied in practical exercises, such as research interviews, qualitative and quantitative analyses, and different types of software. This provides students with practical experience in addressing, for example, complex analyses.

Research component

Research work

The working methods for the thesis consist mostly of self-study and research activities. Selfstudy entails student-initiated activities such as individual study and cooperation with fellow students and researchers. Research activities involve planning and conducting the student¿s own research, processing the results, and designing the thesis. This part constitutes the most important contribution to the PhD student's research competence.

Supervision

Supervisors are appointed by the doctoral committee. The main supervisor shall have overall academic responsibility for the PhD student and shall normally be an employee of OsloMet or SimulaMet. As a general rule, the student shall also have a co-supervisor from OsloMet or from another institution. If an external main supervisor is appointed, an employee of OsloMet or SimulaMet shall be appointed as co-supervisor. Each PhD student is entitled to 210 hours of supervision, including preliminary and follow-up work during the course of the nominal length of study. A time schedule for tutorials and a work schedule must be agreed upon at the first tutorial in each semester. Supervision includes time spent on preparatory work, discussions with the PhD student, and follow-up work. Requirements regarding supervisors and rights and obligations are regulated in the PhD Regulations, sections 3-1 to 3-3. The PhD student and the supervisor(s) must independently submit annual progress reports for assessment and approval by the faculty's doctoral committee. Supervision of the thesis shall ensure that the project is in accordance with ethical guidelines and shall contribute to the design of research problems and the quality of the methods to be used.

Participation in research communities

The student¿s projects are linked to OsloMet¿s established research communities via the student¿s supervisors and the student¿s own involvement in research groups and other research activity. Active participation will provide students with insights into research management and experience in multidisciplinary and interdisciplinary research cooperation, and provide them with opportunities to discuss research problems and designs, challenge established knowledge and practice, and present their own projects. Students will have opportunities to establish and further develop cooperation with national and international research communities.

Research seminar and dissemination

Students must present their projects in seminars at the start of, midway, and near the end of the programme. This will take place at the faculty's regular research fellows forums. The midway presentation must ideally be conducted in English and be followed by a discussion on current progress between the PhD student, the supervisor(s), and the PhD Programme Director. Furthermore, students are encouraged to present their research at least once a year at an international academic conference. This gives students competence in participating in scientific discussions within their field of research in cooperation with national and international research communities. Students are also encouraged to disseminate their projects to broader audiences, such as giving lectures to users or through popular science channels.

Descriptions of the work and teaching methods for the individual courses are provided in the course plans.

Internationalisation improves the quality of education and strengthens the academic community on the programme, at the same time as it prepares the students to become global citizens. The increasing globalisation of the labour market also makes international professional experience, language skills and cultural knowledge more and more important. Staff at the radiography programme have established cooperation with universities and university colleges in and outside Europe, and OsloMet is a member of different academic networks.

Students are offered the possibility to gain international experience and achieve the related learning outcomes, both through incoming and outgoing exchanges, and through the use of English as the language of instruction in selected courses. The programme's focus on multicultural and global issues prepares the students for professional work in a multicultural society. International academic literature gives students access to English specialist terminology and relevant knowledge about current international challenges. An understanding og English academic literature is important in order to be able to actively participate in the international radiography community.

Students can choose to write their bachelor's thesis in English, Norwegian or another of the Scandinavian languages. Students who go on exchanges must write their thesis in English if the exchange is in a country outside Scandinavia. Reference is made to the university's criteria for student exchanges and information about stays abroad.

Incoming exchange students

The programme can receive students of radiography who have been admitted to foreign institutions of higher education. Students who are admitted can be offered practical training or courses taught in English. All courses that make up the sixth semester of the programme, RAB3100 (Computed Tomography Imaging Technology in Depth), the common course RAB1070 Technology and Society, and RAB3900 (Research Methods and Bachelor's Thesis) can be taught in English. Courses that can be taught in English or in Norwegian will only be taught in English if international students have been accepted as incoming exchange students. This does not apply to the courses RAB1070 Technology and Society and RAB1060 Evidence-Based Practice (EBP) in Health Care, which are only taught in English.

Exchanges

Students are encouraged to take part of their education at an institution abroad. As a rule, the minimum duration of an exchange period is three months, and an exchange can take place during the practical training period in the fifth semester. Reference is made to the criteria that apply to student exchanges and information about stays abroad.

Vurdering er et viktig element i profesjonskvalifiseringen og knyttes til arbeidskrav, eksamener og praksisstudier. Studentene skal kunne prøves i forhold til forventet læringsutbytte.

Gjennom studiet møter studentene ulike vurderingsformer. Studenten vil prøves i både skriftlige, muntlige, digitale og praktiske vurderingsformer. De ulike vurderingsformene skal bidra til progresjon i utdanning og ivareta studenter med ulik bakgrunn og ulike forutsetninger og behov. Nærmere beskrivelse av vurderingsformer framgår av den enkelte emneplan.

Se den enkelte emneplan for vurderings-/eksamensformer.

Rettigheter og plikter ved eksamen ;; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ;

Eksamenskandidatens rettigheter og plikter framgår av forskrift for studier og eksamen ved OsloMet). Forskriften beskriver blant annet vilkår for ny/utsatt eksamen, klageadgang og hva som regnes som fusk ved eksamen. Kandidaten har plikt til å gjøre seg kjent med bestemmelsene i forskriften.

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Sensorordning;; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ;;

For å ivareta et eksternt blikk på all vurdering inngår enten ekstern sensur eller tilsynssensur. Ved tilsynssensur oppnevnes en tilsynssensor som skal føre tilsyn med vurderingsformer, gjennomførte vurderinger og vurderingsprosesser. Evalueringen dokumenteres i en rapport hvor eventuelle forslag til endringer i vurderingsform og vurderingsprosess framkommer.

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Kvalitative vurderingskriterier

Det norske karaktersystemet er fastsatt i Lov om universiteter og høyskoler (§ 3-9), med skalaene A-F og bestått/ikke bestått.

Ved bruk av karakterskala bestått/ikke bestått, må følgende være oppfylt for å vurderes til bestått karakter, kandidaten har oppfylt kravene til læringsutbytte og viser nødvendige kunnskaper, ferdigheter og kompetanse. Vurderingskriteriene utdypes i sensorveiledningen til den enkelte eksamen.

Følgende nasjonale vurderingskriterier legges til grunn;

A -;fremragende:;Fremragende prestasjon som klart utmerker seg. Kandidaten viser svært god vurderingsevne og stor grad av selvstendighet.

B - meget god:;Meget god prestasjon. Kandidaten viser meget god vurderingsevne og selvstendighet

C - god:;Jevnt god prestasjon som er tilfredsstillende på de fleste områder. Kandidaten viser god vurderingsevne og selvstendighet på de viktigste områdene.

D - nokså god:;En akseptabel prestasjon med noen vesentlige mangler. Kandidaten viser en viss grad av vurderingsevne og selvstendighet

E - tilstrekkelig:;Prestasjonen tilfredsstiller minimumskravene, men heller ikke mer. Kandidaten viser liten vurderingsevne og selvstendighet.

F;- ikke bestått:;Prestasjon som ikke tilfredsstiller de faglige minimumskravene. Kandidaten viser både manglende vurderingsevne og selvstendighet

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Skikkethetsvurdering

Lærerutdanningsinstitusjoner har ansvar for å vurdere om studenter er skikket for barnehagelæreryrket. Løpende skikkethetsvurdering foregår gjennom hele studiet og inngår i en helhetsvurdering av studentens faglige, pedagogiske og personlige forutsetninger for å kunne fungere som barnehagelærer. En student som utgjør en mulig fare for barns liv, fysiske og psykiske helse, rettigheter og sikkerhet, er ikke skikket for yrket. Studenter som viser liten evne til å mestre barnehagelæreryrket, skal så tidlig som mulig i utdanningen få melding om dette. De skal få råd og veiledning for å gjøre dem i stand til å oppfylle kravene om lærerskikkethet eller få råd om å avslutte utdanningen. Skikkethetsvurderingen foregår gjennom hele studiet.

Nærmere informasjon omskikkethet;

Different forms of assessment are used in the programme that are adapted to the learning outcomes of the different courses. The forms of assessment used are intended to support learning and document that the students’ competence is adequate in relation to the applicable learning outcomes. The students will receive advice and supervision and have their performance assessed during the programme. It is important and necessary to assess students’ knowledge and skills often, so that the students receive feedback on whether their performance is in line with the programme's requirements and whether they have achieved the learning outcomes.

Exams and practical training are assessed in accordance with the applicable rules set out in the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations at OsloMet and the Guidelines for Appointment and Use of Examiners at OsloMet.

The forms of assessment and criteria are described in the individual course descriptions. All exams taken will be stated on the diploma, along with the title of the student's bachelor's thesis.

Assessment/exam

All courses conclude with a final assessment and/or an exam. The student's performance is assessed on the basis of the learning outcomes defined for the course. The grades used are either pass/fail or letter grades on a scale from A to F, with A being the highest grade and E the poorest pass grade. The grade F means that the student has failed the exam.

In some courses, the exam consists of more than one part. The student's performance in each part of the exam is assessed by a separate grade, before a final overall grade is awarded. For courses that use exams consisting of more than one part, the course description will state how the final grade for the course is arrived at on the basis of the separate grades awarded for the different parts of the exam.

Most courses have required coursework that must be approved before the student can take the exam. See the course descriptions for more details.

Resits/rescheduled exams 

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description. In special cases, resit and rescheduled exams in courses with group exams may be held as individual exams.

For exams where a percentage of the exam papers are selected for assessment by an external examiner, the external examiner's assessment shall benefit all the students. In such cases, one external and one internal examiner will first grade the selected papers. The internal examiner then continues grading the remaining papers together with another internal examiner. The assessments from the first part are summarised to serve as guidelines for the assessments carried out by the two internal examiners.

Grades awarded for written exams can be appealed, cf. Section 5-3 of the Act relating to Universities and University Colleges.

It is not possible to appeal the grades awarded for oral and practical exams. In a group exam, the result of an appeal will only have consequences for the candidates who have submitted the appeal. This means that all members of the group do not have to participate in the appeal.

Assessment of practical training

The external practical training is assessed as passed or failed. The assessment is based on the learning outcomes for the course and the continuous suitability assessment that students are subject to throughout the practical training period.

To pass the practical training, the student must have met the compulsory attendance requirement. A minimum attendance requirement of 90% applies to practical training courses. The attendance requirement applies both to time spent at the practical training establishment and any teaching activities provided as part of the programme. The following provisions apply as regards absence:

Students with less than 10% absence can complete the practical training course as normal. Students with between 10–20% absence can make up for the practical training/teaching activities missed, insofar as it is practically possible. This must be agreed with the practical training supervisor and the contact lecturer at the university. If it is not possible to compensate for the absence, the whole period of practical training must be retaken. This will result in delayed progress in the programme.

External programme supervisor

The study programme has an external programme supervisor in accordance with the Guidelines for Appointment and Use of Examiners at OsloMet. The external programme supervisor is charged with evaluating the programme's structure and coherence, including the relationship between the learning outcomes as described in the programme description, the work and teaching methods and assessment arrangements. The external programme supervisor should normally supervise all the courses in the programme over the course of a three-year period and provide feedback and advice that the academic environment can use in its further work on the quality of education.

Suitability

Diplomas for the completed programme will only be awarded to graduates who are suited to practise the profession. A student who represents a potential threat to the physical or mental health, rights and safety of his/her patients and colleagues is not suited for the profession.

Suitability assessments are made on a continuous basis throughout the study programme, and will be included in the overall assessment of the students' professional and personal suitability for work as health personnel. Students who demonstrate little ability to master the radiographer profession must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice on how to improve, or be advised to leave the programme.

Special suitability assessments are used in special cases, cf. the Regulations concerning Suitability Assessment in Higher Education. For more information about suitability assessment, see https://student.oslomet.no/skikkethetsvurdering