“Mundtlig eksamen er en kunst” – Danske gymnasieelever til mundtlig eksamen i Historie og Engelsk
Research output: Contribution to journal › Journal article › Research › peer-review
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“Mundtlig eksamen er en kunst” – Danske gymnasieelever til mundtlig eksamen i Historie og Engelsk. / Isager, Julie Marie.
In: Nordidactica - Journal of Humanities and Social Science Education, 06.10.2021.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - “Mundtlig eksamen er en kunst” – Danske gymnasieelever til mundtlig eksamen i Historie og Engelsk
AU - Isager, Julie Marie
PY - 2021/10/6
Y1 - 2021/10/6
N2 - Danish and Norwegian high school students are assessed in oral examinations, delivering a presentation and a discussion with two teachers of the discipline, in order to graduate. Oral exams are high stakes since average grades determine entrance into higher education. In an ethnographically inspired case study, the article examines students’ perceptions of a good oral exam performance in History and English and how they navigate to deliver it. The article contributes to sparse research in oral exams and suggests a rhetorical framework to provide an outsider’s perspective on a traditional Danish assessment: Students must persuade the assessors that they should pass the exam. The analysis finds that students struggle to identify what constitutes a good exam performance and navigate analytically and explicitly to estimate what a fitting response is. Models of a good performance are indistinct in class, and even though this is not stated, it is essential to respect disciplinary boundaries.
AB - Danish and Norwegian high school students are assessed in oral examinations, delivering a presentation and a discussion with two teachers of the discipline, in order to graduate. Oral exams are high stakes since average grades determine entrance into higher education. In an ethnographically inspired case study, the article examines students’ perceptions of a good oral exam performance in History and English and how they navigate to deliver it. The article contributes to sparse research in oral exams and suggests a rhetorical framework to provide an outsider’s perspective on a traditional Danish assessment: Students must persuade the assessors that they should pass the exam. The analysis finds that students struggle to identify what constitutes a good exam performance and navigate analytically and explicitly to estimate what a fitting response is. Models of a good performance are indistinct in class, and even though this is not stated, it is essential to respect disciplinary boundaries.
UR - https://portal.findresearcher.sdu.dk/en/publications/5f9f776c-8ce9-46c0-8f92-26ec5c514eba
M3 - Tidsskriftartikel
JO - Nordidactica - Journal of Humanities and Social Science Education
JF - Nordidactica - Journal of Humanities and Social Science Education
ER -
ID: 320171484