Ulike vurderingsformer og læring i samfunnsfag

The topic of this thesis is teachers and students and their assessment of various assessment tools. The objective is to determine how different assessment tools work for a smaller teacher- and student group. The study is qualitative, and is encouraging the respondents to reveal their considerations around varied types of assessment tools. The research question is: «How do teachers and students assess learning outcomes from different assessment tools in social sciences, vg.1?» The theoretical element is presented around learning, assessment, assessment for learning, motivation theory, social sciences, social sciences education, and research in these fields. The empirical evidence presented is based on research done in relation to the task. Teacher perspective in the survey is evidenced using semi-structured interviews. There are 5 teacher respondents in this survey. Students' perspective is evidenced through focus group interviews, with six student participants. The interviews were recorded, transcribed and relevant findings are presented in the thesis. Summary, findings, results and discussions are subsequently presented, for the purpose of this thesis, in the same chapter. Consequently, the discussion element in this thesis is included in the summary, findings and result chapter. A summary of key findings and suggestions for the way ahead concludes this master dissertation. The survey suggests there most likely are several factors affecting interpretations which form the basis of how teachers and students assess learning outcomes of the different assessment tools in social sciences, vg1. It is also evident, from the respondents in this survey, that all three assessment tools have strengths and weaknesses. The teachers in the survey comment that they continuously have to make choices in relation to the group, and therefore have to vary their choice of assessment. All teachers demonstrate good reasoning for their choice of assessment tool, and their experience with different tools is varied. Common features in this survey are that the complexity of the subject and time available will influence and determine the choice of assessment tool. The students in this survey appear reflective in their consideration of learning outcomes of different assessment tools in vg1. However, they also have different considerations related to strengths and weaknesses of the various tools. This master dissertation evidences a difference in opinion between the participants in the survey, and I hope this will encourage reader reflections around the various assessment tools