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Nye evalueringsformer i et handlingsteoretisk perspektiv

Gynnild, Vidar
Journal article
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URI
http://hdl.handle.net/11250/2394825
Date
2003
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  • SYNAPS - A Journal of Professional Communication [124]
Original version
SYNAPS - A Journal of Professional Communication 13(2003) pp.1-24  
Abstract
Innovative or authentic assessment is a crucial part of the current reform of higher education

in Norway. The author argues that assessment should be an integral part of the teaching and

learning process as there is evidence that this will contribute significantly to the learning

outcomes. The intention of the article is not to recommend specific methods of assessment,

but rather to approach assessment from an action theoretical point of view. Assessment is

seen as a driving force for learning, and therefore all the main learning objectives should be

covered in the ways in which courses are assessed. To provide feedback the assessment

activities should be spread across the semester. This will enable the student to identify what

he or she has achieved satisfactorily or not. It is not necessarily the actual methods of

assessment that should be changed; rather, it is the underlying philosophy and the application

of any method of assessment that should be reconsidered.
Description
This article is in Norwegian.
Publisher
NHH
Journal
SYNAPS - A Journal of Professional Communication

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