The current approach to pupil assessment in subjects is based on the objective of firstly promoting learning and secondly of expressing the competence of each pupil continuously during the education and at the end of the teaching in the subject (cf. chapter 3 of the Regulation to the Education Act).

Continuous (formative) assessment

All assessment before the end of the teaching in the subject is called continuous assessment. Continuous assessment without marks is part of the day-to-day learning process.

Continuous assessment refers to both assessment of learning and assessment for learning.

The regulations to the Education Act Chapter 3 on individual assessment states four principes for continuous assessment:

The pupils shall 

• be involved in their own learning by assessing their own work, competencies and academic development
• know what they should learn and what is expected of them
• receive feedback on the quality of their work or achievements be given advice on how they can improve

Continuous assessment covers areas such as:

• Continuous assessment in the classroom in form of continuous feedback to the pupil.
• Follow-up of results from different types of tests, i.e. national tests and mapping tests.
• End-of-term assessment: Pupils shall be given a written six-month evaluations for each subject and for order and conduct, i.e. twice during the school year, with marks. This is a formal part of continuous assessment.
• Self-assessment: The pupils’ self-assessment is an important part of the continuous assessment. The regulations establish that the pupil shall participate actively in the assessment of his or her own work, own competence, and own academic development.

Final assessment

Unlike continuous assessment, final assessment is often described as summative assessment or assessment of learning. However, the purpose of final assessments is to provide information about the pupil’s competence in the subject at the end of teaching in the subject. Final assessment comprises overall achievement marks and the examinations and is made at the end of compulsory education at lower secondary education. 

Two types of final assessments marks are awarded and recorded on pupils' certificates:

• Overall achievement assessment: : Marks awarded for classwork in all finalised subjects and in order and conduct. In subjects the marks are set by the subject teacher when teaching in the subject is completed. Overall achievement assessment and marks  in subjects are based on a broad basis  for assessment that as a whole shows the competence the pupil has achieved in the subject. The competence the pupils have achieved during the training (assessed continuously), is part of the assessment when the overall achievement mark is to be set. Examinations: Marks awarded in end-of-year examinations using the same grading system. Most examinations in written subjects are organised by public examination boards. Students’ exam papers are evaluated centrally by groups of experienced teachers (see table below). As a safeguard against possible error, a separate commission of examiners deals with appeals. Their decision is final. Examinations are either written (up to 5 hours), oral (up to 30 minutes per candidate), oral-practical (up to 45 minutes per candidate) or practical (up to 5 hours).

Pupils are given 48 hours’ notice before the oral exam. Oral examinations shall be carried out with a preparatory part where the candidate shall be given a theme or a problem-approach 24 hours before the examination.

The counties decide whether the other locally given examinations (administered by the County) are carried out with a preparatory phase. This may last up to two days and shall normally not be taken into account in the assessment.

Centrally given examinations involve several stakeholders with different areas of responsibility.

The Directorate of Education and Training is responsible for the development, implementation and administration of the overall system of testing and assessment. This includes centrally given examinations with information and guidance materials.

The County Governors appoint external examiners based on suggestions by school-leaders/principals within the different subjects in primary, lower secondary and upper secondary education. For the subject Norwegian in upper secondary education, they also appoint an arbitrator or second examiner for their region. The County Governor is also responsible for implementing overall assessment of examinations and for the administration of complaints.

Municipalities and counties have the local responsibility for carrying out centrally given written examinations in lower secondary education and upper secondary education. This also applies to  the locally given examinations (written, oral, practical, and oral-practical). Municipalities and counties are alsoresponsible for deciding which subjects and which candidates shall be selected for examinations based on the framework given by the Directorate of Education. The same applies to private schools.

Subject Committees develop examinations in each subject and are responsible for overseeing that the examinations are in line with the curricula and relevant regulations, on the assignment of and in cooperation with the Directorate of Education and Training.

External examiners are responsible for the evaluation of the candidates’ exams, in line with the competencies in the Subject Curriculum, a, and according to the Guidelines for Examination.

Within the 5 programmes for general studies leading to higher education, written examinations in Norwegian are compulsory. Also, pupils normally take at least two written examinations in at least two other subjects. These examinations are made by the Directorate for Education and Training and assessed by examiners appointed by the Directorate. Core curriculum options may be part of the subjects being tested. The county authorities decide which subjects the pupils will be examined in (see table below). 

The Overall Achievement marks given in each subject by the teachers at the end of Year 3 of upper secondary education are added to the Examination marks the pupil has received in the subjects that he/she has been examined in. They are used as a basis for applying for entry to higher education institutions.

 Counties decide which pupils are selected for examination. As a rule, this is based on  random selection following the principle of randomisation. A consequence of the random selection is that the number of exams per pupil may vary, which may influence the number of marks that are at the basis for computing the average sum of marks for entry into higher education.

Table 1: Subjects for examination general education

*Norway has two written languages Norwegian (Bokmål) and New Norwegian (Nynorsk). Students can choose which one to use as their primary or secondary written language. A majority choose bokmål as primary written language.

Table 2: Examination in Core Curriculum Options in Year 3

Section 3-12 of the Regulations to the Education Act states that pupils and apprentices shall be actively engaged in their own learning by assessing their own work and development.  Self-assessment is part of the formative assessment with the aim that the pupil and apprentice reflect upon and become aware of their own learning. Pupils and apprentices shall be actively engaged in the assessment of their work, competence and professional development.

All upper secondary schools guide pupils on matters related both to the choice of the education programme and to their future careers. A general matriculation standard is introduced, giving entry to higher education.

Pupils may be admitted to upper secondary year 2 if they have completed upper secondary year 1 following the requirements of the curriculum. If a pupil has failed one or more subjects, they may still be admitted to upper secondary year 2 if the school finds there are compelling reasons to do so.

To be admitted to upper secondary year 3, pupils have to document completion of upper secondary year 2, or the school must accept that their skills and knowledge meet the level required. Pupils who need special assistance and who do not have grades from upper secondary year 1 are accepted based on an individual evaluation. Pupils are normally accepted to programmes building on year 1 of the education programme they have followed so that they receive a full qualification within the education programme of their choice.

Upon leaving school, pupils in upper secondary education are awarded a certificate indicating subjects, final assessment and absence. 

A distinction is made between occupational qualifications and qualifications for higher education. Out of the present 15 education programmes, there are currently five programmes that provide qualifications for higher education.  The minimum requirements for admittance to higher education are:

• Successful completion of three years of upper secondary education including upper secondary year 1, 2 and 3 (regardless of education programme) or possession of arecognised vocational qualification.
• Studies in the following general subject areas: Norwegian, English, Social studies, History, Mathematics and Natural Science. Document these 6 general education subjects, be over 23 years of age and document a least 5 years of work practice and/or education
• Certificate awarded upon completion of three years of upper secondary education leading to either a general admission qualification for higher education or a vocational qualification in vocational subjects. The latter also requires a bridging course in the general subjects listed in bullet 2 to attain the level of attainment required for admission to higher education. 

In order to be awarded the certificate, the student must have passed all subjects and examinations. The subjects are listed in the Framework regulating the  distribution of teaching hours per subject  The certificate lists the compulsory subjects all pupils must have, and the subjects related to the chosen programme. The marks recorded on certificates are mainly overall achievements marks in subjects, awarded by the subject teacher, with the addition of examination marks.

Thus, there are two ways of gaining a higher education admission qualification: either by three years of study with a minimum level of attainment in the subjects mentioned above or by completing and passing upper secondary year 1 and 2 on a vocational programme followed by a supplementary programme at upper secondary year 3.

Upper secondary school certificates are issued by  the school and signed by the principal.

Regulations to the Education Act Chapter 3 on individual assessment states:

• The pupils and apprentice shall understand what they have to learn and what is required of them, e.g. by preparing them for what is expected of them in a more formal assessment situation.
• The pupils and apprentice shall receive feedback which tells them about the quality of their work or performance and which includes feedback on the reasons why the work is considered good or bad.
• The pupils and apprentices shall be given advice on how they may improve based on what they have done.
• The pupils and apprentices shall be involved in their own learning by assessing their own work and development, amongst other things.

The pupils’ and apprentices’ legislative right to assessment means both a right to continuous (formative) assessment and final assessment and a right to documentation of their education. Continuous assessment in vocational programmes has the same purpose and provision as in general upper secondary education The pupils and apprentices shall be assessed in the school subjects and in order and conduct.

Pupil and apprentice assessment has the following aims:

• Informing the pupil/apprentice, parents, teacher and school about the pupil's or apprentice’s progress in relation to the curricula objectives.
• Serving as a tool for the guidance, motivation and development of the pupil/apprentice.
• Offering an opportunity for the teacher to continuously evaluate his/her teaching, procedures and whether the pupil/apprentice is gaining satisfactory learning outcomes from the teaching.
• Providing information about the pupil’s/apprentice’s ability to society, employers and higher education institutions. 

Final assessment occurs after year 1 and year 2 of vocational education. The overall achievement mark is set by the teacher at the end of year 1 and 2.

The pupils are tested in their chosen vocational field as described in the Guidelines for Examinations in Vocational Education (in Norwegian). For vocational subjects the counties are responsible for external assessment, appointing external examiners and administration of complaints.

After year 2: All pupils in year 2 of upper secondary education shall have one compulsory interdisciplinary examination from the subjects within their study area. In addition, around 20per cent  of the pupils in year 1 and year 2, are selected for an examination in one subject. The examination is a practical exam and lasts up to 5 hours. 

Year 3 and 4 of the vocational training is conducted in the companies where the apprentice has his or her apprenticeship. For a majority of apprentices there There are no exams during this period except for the trade- or journeyman’s examination at the end. However, in a few apprenticeship trades the apprentices also have to take a five hour written exam before the trade and journeyman’s examination,

• Successful completion of three years of upper secondary education including upper secondary year 1, 2 and 3 (regardless of area of study) or possession of a recognised vocational qualification.
• Studies , within the following general subject areas: Norwegian, English, Social studies History, Mathematics and Natural Science. Document these 6 general education subjects, be over 23 years of age and document a least 5 years of work practice and/or education
• Certificate awarded upon completion of three years of upper secondary education leading to either a general admission qualification for higher education or a vocational qualification in vocational subjects. The latter also requires a bridging course in the general subjects listed in bullet 2 to attain the level of attainment required for admission for higher education. 

Thus, there are two ways of gaining a higher education admission qualification: either by three years of study with a minimum level of attainment in the subjects mentioned above, or by completing and passing upper secondary year 1 and 2 on a vocational programme followed by a supplementary programme at upper secondary year 3. 

In addition, intake to post-secondary non tertiary is done directly after completing 3 years of vocational upper secondary education in school. 

Trade- or Journeyman’s examination (final) is taken on completion of an apprenticeship at a workplace or upper secondary school. Successful candidates are awarded a trade certificate, entitling them to practice the trade concerned. The duration in number of days of the examinations vary from vocation to vocation.

In most cases the final test in vocational education and training is the trade or journeyman’s examination. The test is marked as very good, passed or failed. The vocational education programmes lead to trade certificates, journeyman’s certificates or other vocational qualifications.

The county examination board issues trade and journeyman’s certificates on the basis of recognised trade or journeyman’s tests. The county examination board consists of skilled workers in the trade being tested.