1,046
Views
3
CrossRef citations to date
0
Altmetric
Articles

Teachers’ assessment experiences and perceptions in the practical-aesthetic subjects

, , , &

References

  • Apple, M. W. (2004). Ideology and curriculum. New York: Routledge Falmer.
  • Bacci, S., Bartolucci, F., & Gnaldi, M. (2012). A class of multidimensional latent class IRT models for ordinal polytomous item responses. Retrieved July 28, 2014, from http://arxiv.org/pdf/1201.4667v1.pdf
  • Bamford, A. (2006). The wow factor: Global research compendium on the impact of arts in education. Műnchen: Waxmann.
  • Bamford, A. (2012). Arts and cultural education in Norway 2010/2011. Retrieved January 21, 2014, from http://www.kunstkultursenteret.no/sites/k/kunstkultursenteret.no/files/1f0ba571783fe8dc31a13ac76d5f196a.pdf
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Rockville, MD: National Inst. of Mental Health.
  • Benn, J. (2009). Practical wisdom, understanding of coherence and competencies for everyday life. International Journal of Home Economics, 2(1), 2–14.
  • Black, P., & Wiliam, D. (1998). Inside the black box. Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. doi: 10.3102/0013189X033008003
  • Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in education, society and culture. London: Sage.
  • Brænne, K. (2009). Mellom ord og handling. Om verdsetjing i kunst og handverksfeltet [Between words and actions. On evaluation in the field of Arts and Craft]. (PhD), The Oslo School of Architecture and Design, Oslo.
  • Brown, G. T. L. (2004). Teachers' conceptions of assessment: Implications for policy and professional development. Assessment in Education: Principles, Policy & Practice, 11(3), 301–318. doi: 10.1080/0969594042000304609
  • Costantino, T., & Bresler, L. (2010). Assessment in schools - Creative subjects. In P. Peterson, E. Baker, & B. McGaw (Eds.), The international encyclopedia of education (3rd ed., pp. 262–267). Amsterdam: Academic Press.
  • Dale, E. L. (2008). Del III: Reproduksjon av sosial ulikhet og ettergivenhet i utdanningssystemet [Reproduction of social inequality and submission in the education system]. In E. L. Dale (Ed.), Fellesskolen - reproduksjon av sosial ulikhet (pp. 279–377). Oslo: Cappelen Akademisk forlag.
  • Egeberg, G., Guðmundsdóttir, G. B., Hatlevik, O. E., Ottestad, G., Skaug, J. H., & Tømte, K. (2012). Monitor 2011: Skolens digitale tilstand [The ICT Monitor 2011: The digital condition in schools]. Tromsø: Senter for IKT i utdanningen.
  • Elstad, E., & Sivesind, K. (2010). PISA - sannheten om skolen? [PISA - The truth about school?]. Oslo: Universitetsforlaget.
  • Engelsen, K. S., & Smith, K. (2010). Is “excellent” good enough? Education Inquiry, 1(4), 415–431. doi: 10.3402/edui.v1i4.21954
  • Espeland, M., Allern, T. H., Carlsen, K., & Kalsnes, S. (2011). Praktiske og estetiske fag og lærerutdanning [Practical-aesthetic subjects and teacher education]. HSH-rapport 2011/1. Stord: Høgskulen Stord/Haugesund.
  • Gamlem, S. M., & Munthe, E. (2014). Mapping the quality of feedback to support students’ learning in lower secondary classrooms. Cambridge Journal of Education, 44(1), 75–92. doi: 10.1080/0305764X.2013.855171
  • Gamlem, S. M., & Smith, K. (2013). Student perceptions of classroom feedback. Assessment in Education: Principles, Policy & Practice, 20(2), 150–169. doi: 10.1080/0969594X.2012.749212
  • Goodson, I. F., Mangan, J. M., & Anstead, C. J. (1998). Subject knowledge: Readings for the study of school subjects. London: Falmer Press.
  • Gorozidis, G., & Papaioannou, A. (2011). Teachers's self-efficacy, achievement goals, attitudes and intentions to implement the new Greek Physical Education curriculum. European Physical Education Review, 17(2), 231–253. doi: 10.1177/1356336X11413654
  • Grønmo, L. S., & Onstad, T. (2009). Tegn til bedring: norske elevers prestasjoner i matematikk og naturfag i TIMMS 2007 [Signs of improvement: Norwegian students' performance in mathematics and science in TIMMS 2007]. Oslo: Unipub.
  • Hallås, O., Holthe, A., Vindenes, N., & Styve, E. T. (2012). De grunnleggende ferdighetene i de praktisk-estetiske fagene [The core skills in the practical-aesthetic subjects]. In I. Pareliussen, B. B. Moen, A. Reinertsen, & T. Solhaug (Eds.), FOU i praksis 2012. (pp. 111–119) Trondheim: Tapir.
  • Hardman, K. (2008). Physical education in schools: A global perspective [TJELESNI ODGOJ U ŠKOLAMA: GLOBALNI PREGLED STANJA]. Kinesiology, 40(1), 5–28.
  • Hargreaves, A., & Fullan, M. (2012). Professional capital. Transforming teaching in every school. New York, NY: Teachers College Press/Ontario Principals' Council.
  • Hargreaves, L. (2009). The status of prestige of teachers and teaching. In L. J. Saha & A. G. Dworkin (Eds.), International handbook of research on teachers and teaching (pp. 217–229). New York, NY: Springer.
  • Holthe, A., Hallås, O., Styve, E. T., & Vindenes, N. (2013). Rammefaktorenes betydning for opplæringen i de praktisk-estetiske fagene - en casestudie [The importance of frame factors for education in the practical-aesthetic subjects - A case study]. Acta Didactica Norge, 7(1), Article no. 13. Retrieved from https://www.journals.uio.no/index.php/adno/article/view/1118
  • Johnson, L., Adams Becker, S., Cummins, M., & Estrada, V. (2013). Technology Outlook for Norwegian Schools 2013-2018: An NMC Horizon project regional analysis. Austin, TX: The New Media Consortium.
  • Johnson, R. B., & Christensen, L. B. (2011). Chapter 19: Data analysis in qualitative and mixed research. In R. B. Johnson & L. B. Christensen (Eds.), Educational research methods: Quantitative, qualitative, and mixed approaches (4th ed., pp. 515–545). Los Angeles: Sage.
  • Kalsnes, S. (2008). Fagdidaktikk i musikk [Didactics in music]. In E. M. Halvorsen (Ed.), Didaktikk for grunnskolen (pp. 236–261). Bergen: Fagbokforlaget.
  • Kimbell, R., & Stables, K. (2008). Researching design learning: Issues and findings from two decades of research and development. London: Springer.
  • Klafki, W. (2001). Dannelsesteori og didaktik: nye studier [Neuse Studien zur Bildungstheorie und Didaktik]. Århus: Klim.
  • Klette, K. (2003). Lærerens klasseromsarbeid; interaksjon- og samarbeidsformer i norske klasserom etter Reform 97. [The teacher's classroom work; interaction and cooperation in Norwegian classrooms after Reform 97]. In K. Klette (Ed.), Klasserommets praksisformer etter Reform 97. Synteserapport. Oslo: Pedagogisk forskningsinstitutt. Retrieved from http://www.google.no/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&cad=rja&uact=8&ved=0CBoQFjAAahUKEwiik6z5mOfGAhUFLHIKHeHMA-Y&url=http%3A%2F%2Fwww.forskningsradet.no%2Fcsstorage%2Fvedlegg%2Fklette.doc&ei=8JerVaLbJIXYyAPhmY-wDg&usg=AFQjCNE1tt6sp0TdVfQuaNg3OxzAPg_2Eg&sig2=SIQb4p4DnxclwF_rW1Bgsw
  • Klewe, L., Berg, L., Neset, T., & Sørlie, A. M. (2012). Videreutdanningsbehov blant lærere i grunnopplæringen: Læreres og rektorers vurdering av behovet [The need for further training among teachers in compulsory school: Teachers’ and principals’ assessment of the need]. København: Aarhus Universitet/Oxford Research.
  • Krumsvik, R. (2008). Situated learning and teachers’ digital competence. Education and Information Technologies, 13(4), 279–290. doi: 10.1007/s10639-008-9069-5
  • Krumsvik, R. (2014). Teacher educators' digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. doi: 10.1080/00313831.2012.726273
  • Kvale, S. (2001). Det kvalitative forskingsintervju [The qualitative research interview]. Oslo: Gyldendal Akademisk.
  • Limstrand, K., & Abrahamsen, G. (2009). Bedre vurdering i kunstfagene [Better assessment in the arts subjects]. Bodø: Nasjonalt senter for kunst og kultur i opplæringen.
  • Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly, 19, 119–137. doi: 10.1080/10573560308223
  • Lutnæs, E. (2011). Standpunktvurdering i grunnskolefaget Kunst og håndverk [Grading overall achievement in the elementary school subject Arts and Craft]. (PhD), Arkitektur- og designhøgskolen i Oslo, Oslo.
  • Lysne, A. (2004). Karakterer og kompetanse. Bind 2 (Vol. B. 2). [Grades and competence]. Haslum: AVA Forlag.
  • M&R, C. G. (2014). Om statistikk for 2013, fastsetting og klage på standpunktkarakter [Statistics for 2013, final grades and complaints]. Retrieved September 21, 2014, from http://www.fylkesmannen.no/Documents/Dokument%20FMMR/Barnehage%20og%20oppl%C3%A6ring/Eksamen%20og%20vurdering/M%C3%B8te%2007.02.14%20-%20Klager%20p%C3%A5%20standpunkt%20-%20statistikk%20-%20Fylkesmannen%20i%20MR.pdf?epslanguage=nn
  • MOK. (2006a). Forskrift til opplæringslova (FOR 2006-06-23 nr 724) [Regulation to the education act]. Lovdata. Retrieved September 3, 2014, from http://lovdata.no/dokument/SF/forskrift/2006-06-23-724
  • MOK. (2006b). Læreplanverket for Kunnskapsløftet. Midlertidig utgave juni 2006 [National curriculum for knowledge promotion. Temporary release, June 2006]. Oslo: Ministry of Knowledge.
  • Møller, J., Ottesen, E., & Herzberg, F. (2010). Møtet mellom skolens profesjonsforståelse og Kunnskapsløftet som styringsreform [The meeting between schools’ professional philosophy and the Knowledge Promotion as government reform]. Acta Didactica Norge, 4(1), 1–23.
  • NDET. (2013). Veiledning til vurdering i kroppsøving. Bruk av fysiske og tekniske testar i kroppsøving. [Guidelines for assessment in physical education. The use of physical and technical tests in Physical Education]. Oslo: Norwegian Directorate for Education and Training. Retrieved February 3, 2014, from http://www.udir.no/Lareplaner/Veiledninger-til-lareplaner/Revidert-2013/Veiledning-til-revidert-lareplan-i-kroppsoving/4-Tematekster/Bruk-av-fysiske-og-tekniske-testar-i-kroppsoving/?read=1
  • Organisation for Economic Co-operation and Development. (2011). OECD reviews of evaluation and assessment in education. Norway. Retrieved May 7, 2013, from www.oecd.org/dataoecd/60/60/48632032.pdf
  • Opheim, V., Grøgaard, J. B., & Næss, T. (2010). De gamle er eldst? Betydning av skoleressurser, undervisningsformer of læringsmiljø for elevenes prestasjoner på femte, åttende og tiende trinn i grunnopplæringen [The old are the eldest? The importance of school resources, forms of teaching and learning community for students’ achievement at fifth, eighth and tenth level in elementary and lower secondary school]. Rapport 34/2010. Oslo: NIFU-STEP.
  • Oppland, C. G. (2013). Flest klager på standpunktkarakteren i praktiske-estetiske fag [Most complaints about final grade in practical-aesthetic subjects]. Retrieved September 21, 2014, from http://www.fylkesmannen.no/Oppland/Arkiv---Nyheter/Flest-klager-pa-standpunktkarakteren-i-praktiske-estetiske-fag/
  • Pedder, D., & Opfer, V. D. (2013). Professional learning orientations: Patterns of dissonance and alignment between teachers' values and practices. Research Papers in Education, 28(5), 539–570. doi: 10.1080/02671522.2012.706632
  • Prøitz, T. S. (2013). Variations in grading practice - Subjects matter. Education Inquiry, 4(3), 555–575. doi: 10.3402/edui.v4i3.22629
  • Prøitz, T. S., & Borgen, J. S. (2010). Rettferdig standpunktvurdering - det (u)muliges kunst? Læreres setting av standpunktkarakter i fem fag i grunnopplæringen [Fair assessment – The (im)possible? Teachers’ grading in five subjects in elementary and lower-secondary school] Rapport 16/2010 (pp. 138). Oslo: NIFU STEP.
  • Ross, J. A. (1994). Beliefs that make a difference: The origins and impacts of teacher efficacy. Paper presented at the Annual Meeting of the Canadian Association for Curriculum Studies, Calgary, Alberta (Canada).
  • Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. doi: 10.1007/BF00117714
  • Statistic-Norway. (2007). Kompetanse i grunnskulen. Hovedresultater 2005/2006 [Teacher competence in elementary and lower secondary school. Main results 2005/2006]. Oslo-Kongsvinger: Statistisk sentralbyrå [Statistics-Norway].
  • Stobart, G. (2008). Testing times. The uses and abuses of assessment. London: Routledge.
  • Thagaard, T. (2009). Systematikk og innlevelse. En innføring i kvalitativ metode (3.utgave) [Systematics and sensitivity. Introducing qualitative method]. Bergen: Fagbokforlaget.
  • Tveit, S. (2013). Educational assessment in Norway. Assessment in Education: Principles, Policy & Practice, 21(2), 221–237. doi: 10.1080/0969594X.2013.830079
  • Vestfold, C. G. (2013). Trenden med færre klager på standpunktkarakterer i grunnskolen fortsetter [Less complaints about final grades in elementary school]. Retrieved September 21, 2014, from http://www.fylkesmannen.no/Vestfold/Nyheter/Trenden-med-farre-klager-pa-standpunktkarakterer-i-grunnskolen-fortsetter-/
  • Vinge, J. (2014). Vurdering i musikkfag: en deskriptiv, analytisk studie av musikklæreres vurderingspraksis i ungdomsskolen [Assessment in music: A descriptive, analytical study of music teachers' assessment practices in lower secondary school]. (PhD), Norges musikkhøgskole, Oslo.
  • Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18, 5–22. doi: 10.1016/S0742-051X(01)00047-6

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.