201. Construct, generalization and luck in danish oral examinations in upper secondary school
- Author
-
Julie Marie Isager
- Subjects
Secondary level ,lcsh:LC8-6691 ,lcsh:Special aspects of education ,assessment ,Denmark ,mundtlig eksamen, assessment, konstrukt, gymnasiet, Danmark ,Score interpretation ,Education ,Construct ,Double sampling ,Danmark ,mundtlig eksamen ,Oral examination ,gymnasiet ,Sociology ,Oral exam ,Upper secondary school ,Humanities ,konstrukt - Abstract
Danske gymnasieelever bliver – ligesom norske – eksamineret ved mundtlig præsen-tation og samtale om et udtrukket emne af deres lærer og en censor fra et andet gymnasium. Disse eksaminer undersøges ikke systematisk, og der forskes ikke i dem. Det samlede eksamensresultat er high-stakes og får konsekvenser for elevens fremtidige uddannelsesmuligheder. Artiklen undersøger centrale danske styredokumenter, der regulerer mundtlige danske eksaminer i gymnasiet ved at lægge et teoretisk blik hentet fra international anerkendt assessmentteori: Hvad intenderer eksamen at måle? Assess¬mentteoretiske begreber defineret af Standards for Educational and Psychological testing og Michael T. Kanes argumentationsbaserede tilgang til validitet bruges til at søge efter et konstrukt og slutninger i eksamenssystemet. Data er lovdokumententer samt læreplan og vejledning i historiefaget som eksempel i det almene gymnasium med et almendannende og studieforberedende formål. Dermed er artiklen et tillæg til Acta Didactica Norges temanummer vol. 12 nr. 4 om Test og eksamen i Sverige og Norge. Studiet finder, at konstruktet er vanskeligt at identificere. Antagelser om mundtlige eksaminer er ikke ekspliciterede i dokumenterne, og slutninger må analyseres frem. Eleven eksamineres i et dobbelt udtræk- eller samplingssystem: Eksamensfaget udtrækkes og emnet inden for disciplinen udtrækkes. Der etableres dermed en antagelse om vidtgående generaliseringsmulighed af testresultatet på tværs af fag. Det diskuteres om assessmentteori egner sig til diskussion af traditionsrige danske mundtlige eksaminer. Nøkkelord: mundtlig eksamen, assessment, konstrukt, gymnasiet, Danmark Construct, Generalization and Luck in Danish Oral Examinations in Upper Secondary School AbstractDanish and Norwegian upper secondary school students are assessed on their presen-tation and discussion of a sampled topic by their teacher (the examiner) and a teacher from another school (external examiner). These oral exams are not investigated systematically even though they are high stakes tests with considerable consequences for the students’ potential choice of further education. The article investigates the construct of the oral exam: What are oral exams intended to assess? Data are key law documents, the curriculum and the instructions given for the subject of History as an example. The documents are read with assessment theory as defined in the Standards for Educational and Psychological Testing and Michael T. Kane’s argument-based approach to validity. The study finds that the construct is difficult to identify. No explicit arguments or inferences are found in the documents read, and inferences must be interpreted between the lines. Each student is assessed in a double sampling system: The subject is sampled, and the theme of the exam is sampled within the subject. The article shows a system built with inferences of extensive generalization from one score interpretation to potential other performances across the curricula. It is discussed whether assessment theory is adequate for the Danish educational traditions. Keywords: oral exam, assessment, construct, upper secondary school, Denmark
- Published
- 2020
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