EPN-V2

PHUV9440 Vurdering og læring Emneplan

Engelsk emnenavn
Assessment and Learning
Studieprogram
Ph.d.-program i utdanningsvitenskap for lærerutdanning
Omfang
5.0 stp.
Studieår
2024/2025
Timeplan
Emnehistorikk

Innledning

Over the past twenty years, there has been a growing body of research on the relationship between assessment and learning. The course offers rich insights into various theories of and developments in assessment and raises awareness on how assessment can promote learning in the classroom. The course presents a variety of approaches to assessment while emphasis is placed on developing relevant research questions in order to analyze and discuss academic dilemmas in assessment. The course also provides a route for students to carry out their own research project: an investigation that will eventually contribute to the field of knowledge within the educational and social sciences.

The course is organized by Oslo Metropolitan University (OsloMet) and the University of South-Eastern Norway (USN) and offered in collaboration with Volda University College (HVO) and the national research school NAFOL.

Approved by LUI's educational committee 21.06.2021

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 student should have the following learning outcomes upon successful completion of the course:

Knowledge

  • has advanced interdisciplinary knowledge of the different perceptions and experiences of global climate change, with a particular focus on the Arctic, and from the Arctic (Arctic Lenses)
  • has thorough knowledge of both the difficulties and the possibilities of climate change communication in the media and in journalism

Skills

The student

  • is able to critically analyze different perceptions and experiences of global climate change in the media
  • is able to relate these differences to the global and universal dimensions of climate change for the past, present and future of humanity and life on earth
  • can explain and communicate global dimensions of climate change with a focus on the Arctic and/or from the Arctic
  • can convey climate change journalistically as a dimension to a host of different climate change stories
  • can find new and innovative ways to approach global climate change

General competence

The student

  • is able to understand the basics of global climate change, with the help of knowledge from both the natural, social and human sciences.
  • is well qualified to approach climate change as a justice issue, for example between the North and South, the developed and the developing world
  • is well qualified to discuss ethical questions in both science and journalism
  • has acquired journalistic skills of combining observations of different experiences of climate change with broader, theoretical perspectives

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

80 % attendence of the time of the course is required. If a student has attended at least 60 % of the course but less than 80 %, he/she must submit an extra paper of at least 3,000 words plus reference list on a given topic.

Students have to formulate a research question for their final paper which must be approved by the course instructors a week after the completion of the course.

On the basis of the approved research question, students need to submit a draft of 2,000 words (+/- 10%) no later than 20 days after the completion of the course.

The students will receive feedback on the draft from a course instructor a week after the submission of their draft that needs to be taken into consideration in the submission of their final paper (see ‘Assessment’ for details).

Vurdering og eksamen

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.

Hjelpemidler ved eksamen

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

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

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.

Emneansvarlig

Climate change and the environment are closing in on society in both space and time, becoming a relevant dimension of ever more areas of life. Significant transformations need to take place over the next decade and here journalism will have a key role to play. This course will help students pursue both the theoretical and practical development of climate journalism, including the understanding of its own role in society, in a time of declared and perceived crisis.