Brown Bag Seminar: José Manuel Arencibia Aleman, CEMO
Title: Discrepancies between teacher-assigned grades and national exam results in Norway
Abstract: The Knowledge Promotion Reform of 2006 (KL06) made explicit that teacher-assigned grades (grades) and external examination results (exams) should represent only curriculum-based knowledge in Norway. However, following its implementation, several reports have identified systematic differences between grades and exams (e.g., DET, 2020; Galloway et al., 2011). To explore this discrepancy, we adapt Willingham and colleagues’ (2002) framework to account for observed differences between grades and exams in Mathematics, Norwegian and English, and test it on population-level data of Norwegian 10th-grade pupils (n=698,753) following the implementation of KL06 (2008-2018). Results suggest that grades are still measuring more than curriculum-based knowledge only.