Nye evalueringsformer i et handlingsteoretisk perspektiv

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.