Eksamens- og standpunktkarakterer – to sider av samme sak?

Abstract

In this article, we analyse differences between grades based on national examinations, and final grades based on summative classroom assessment at the end of upper secondary education, using data from two subjects: Norwegian language and advanced mathematics. We compare the two types of grades over time and provide a statistical demonstration of the differences. Through interviews with teachers of Norwegian or mathematics in upper secondary education, we highlight the differences between grading based on summative classroom assessment and being an external examiner. We show how these two assessment methods are weighed against each other in the teachers' own assessment practices, before we finally discuss the extent to which teachers perceive the exam grades as a form of measure for quality assurance of the grade based on summative classroom assessment in the same subject.