Abstract
This mixed-method study examined students’ perceptions of involvement in the assessment practice of oral competence in English in Norwegian upper secondary schools. Student involvement in assessment can be seen as a key factor when it comes to enhancing students’ learning outcome and motivation. Previous research has, however, shown that student involvement and the assessment of oral competence in English as a second language classes have been challenging. Surveys (N = 116) and two focus group interviews (N = 8) were used. The findings revealed that the students wanted to be more involved in the assessment practice. Moreover, the students saw this increased involvement as a way to enhance their oral competence in English. The students expressed uncertainty as to what they were assessed by. The implications of this study suggest that increased involvement in developing goals and criteria and more dialogue-based feedback are beneficial measures for strengthening students’ learning outcomes.
Highlights
This study aimed to investigate students’ perceptions of involvement in the formative assessment practice of oral competence in English in upper secondary schools in Norway
English as a second language is a subject in Norwegian schools from Year 1–11, and the students are given a final grade given by the teacher, while 20% of the students get an externally given examination
The purpose of this study was to examine how students in upper secondary school perceive their involvement in the assessment practice of oral competence in English
Summary
This study aimed to investigate students’ perceptions of involvement in the formative assessment practice of oral competence in English in upper secondary schools in Norway. Over 80% of the grades given in upper secondary schools are teacher grades without the involvement of external examiners. The Directorate administers the centrally written examinations in upper secondary education, while the individual Counties in Norway are given the responsible for locally given exams. English as a second language is a subject in Norwegian schools from Year 1–11, and the students are given a final grade given by the teacher, while 20% of the students get an externally given examination. Studies have shown that teachers collaborate to a varying degree in professional learning communities about AfL and final grading (Norwegian Directorate for Education and Training 2018; Sandvik 2019)
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