| dc.description.abstract | This study concerns how cancelation of centralized exams in the English subject in 2020 and 2021 affected teachers and pupils at Norwegian upper secondary schools. The aim of the study is to describe and reflect on how the cancelation of exams affected teachers and pupils when working towards the end of the semester. Additionally, the study also investigates how the absence of exams affect teachers’ ability to calibrate their assessment practices. Finally, the study attempts to describe the benefits and drawbacks of written examination for pupils, teachers, and the Norwegian school system. The study utilizes a mixed methods approach through a combination of quantitative- and qualitative data. Statistics on average exam- and overall achievement grades stemming from nearly 400.000 grades are used to establish deviations in grading in 2020 and 2021. The study also implements pupils’ opinions on assessments in the English subject through an online survey answered by 98 pupils. Materials from seven structured interviews with upper secondary school teachers is used to better understand how teachers experienced the cancelation of exams.
Assessment of English as a foreign language learners can be challenging for teachers. The present study found that the cancellation of exams temporarily created an opportunity for teachers to grade their pupils more favorably. While statistics show an abnormal increase in average overall achievement grades in nearly all subjects, materials from the interviews revealed that there were many factors influencing this development. The study also revealed that pupils find the threat of a written examination at the end of the course stressful. The overall goal from these materials is to shed light on final assessment practices in Norwegian upper secondary schools and to add valuable inquiry and research into the field of applied linguistics. | |
