Programplaner og emneplaner - Student
PHUV9440 Vurdering og læring Emneplan
- Engelsk emnenavn
- Assessment and Learning
- Studieprogram
-
Ph.d.-program i utdanningsvitenskap for lærerutdanning
- Omfang
- 5.0 stp.
- Studieår
- 2023/2024
- Emnehistorikk
-
Innledning
Det er ingen arbeidskrav i emnet.
Læringsutbytte
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
Innhold
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.
Arbeids- og undervisningsformer
The course consists of a six-days workshop (18 hours of seminars in total). All seminars will be based on flipped-classroom methodology where participants will learn about assessment as part of their teaching and will experiment with a variety of assessments that fit the needs of their contexts. The seminars will engage students in lectures, presentations, discussions, group/pair and individual work with mandatory participation.
Students are expected to participate actively in all days seeking and using feedback for their self-regulation, autonomy and self-development. Students are expected to read the syllabus before the course and work on the pre-recorded lectures, pre-assigned research articles or questions/tasks before the seminars and any other materials following the seminars (set as part of the flipped-classroom orientation of the course) to be able to participate actively in discussions during the seminars.
Students will be given the opportunity to participate by electronic means. The necessary equipment (headset and webcam) and a good and stable internet connection are necessary for those students joining through online means.
After the course, the students will submit an individual paper that outlines how they may conduct an analysis based on knowledge and skills from the course and own empirical material on topics of their own choice. Students will work closely with their supervisor(s) to develop each stage of their individual projects.
Arbeidskrav og obligatoriske aktiviteter
Alle hjelpemidler er tillatt så lenge regler for kildehenvisning følges.
Vurdering og eksamen
Ekstern sensor vurderer minimum 20 % av besvarelsene sammen med en intern sensor. To interne sensorer vurderer de øvrige. Ekstern sensors vurdering skal komme alle studentene til gode.
Hjelpemidler ved eksamen
Emnet har 10 stp. overlapp med MAERGD4000 Intervensjoner i hverdags- og arbeidsliv, 20 stp.
Vurderingsuttrykk
The learning outcomes serve as criteria for assessments. The grades are "pass" or "fail".
Sensorordning
The paper will be assessed by one internal and one external examiner.
Opptakskrav
The admission requirement is registration in a PhD programme in Educational Sciences for Teacher Education or relevant along with a master’s degree or equivalent qualifications in teacher education, other pedagogical education, educational science, development studies, or other education on equivalent level in subjects relevant for teacher education.
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.
Emneansvarlig
Professor Dina Tsagari (dina.tsagari@oslomet.no)