1 Pupil/students assessment

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 9 of the Regulation to the Education Act).

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).

Preparatory part of an examination

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.

Organisation of centrally given written examinations

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 also responsible 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.

Compulsory examinations in general upper secondary education by level

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.

Random selection of pupils and exams

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.

Subjects for examination general education

Examination in Core Curriculum Options in Year 3

Section 9-11 in the Regulation 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.

2 Progression of pupils/students

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.

3 Certification

Upon leaving school, pupils 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 a recognised vocational qualification.

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.

Adults over 23 years of age may obtain Generell studiekompetanse (‘Higher Education Entrance Qualification’) if they can document studies in the general subject areas Norwegian, English, Social studies, History, Mathematics and Natural Science and at least 5 years of work practice and/or education.

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