Examination arrangement

Course content

The course provides in-depth knowledge about the assessment of pupils’ language development, both oral and written, including differentiated instruction for reading and writing instruction. This includes the use of various forms of assessment (including national tests and mapping tools) for English instruction in upper primary school, to facilitate students’ transition to lower secondary school.

Learning outcome

Knowledge

The student has

• in-depth knowledge about assessment of pupils’ language development in English
• in-depth knowledge about forms of assessment in the English subject in primary school
• advanced knowledge about differentiated instruction in the English subject in primary school

Skills

The student can

• use formative assessment and differentiated teaching in the English subject independently
• use different assessment theories and methods to analyze and critically evaluate pupils’ reading and writing skills

General competence

The student can

• reflect theoretically upon assessment of pupils’ language development through primary school and in the transition to secondary school
• systematically examine, develop and evaluate assessment practices in the English subject both independently and together with others

Learning methods and activities

The course has three meetings on campus during the semester. Between the meetings, the course presupposes self-study, work with different learning tasks and participation on the learning platform. Teaching will include lectures, group work and discussions, practical learning activities, oral presentations, and written work. A continuous aspect of the course is also the candidates’ own development of academic writing and reading skills.

Active participation is expected throughout the whole study process. All teaching and communication will be in English, and the candidates are expected to use the language actively during the meetings and in written and oral communication with peers and instructors.

Compulsory assignments

• Obligatory assignments according to course description

Further on evaluation

Obligatory activities

• 1 independent written assignment
• 1 individual oral presentation
• Up to 4 learning activities 

These learning activities can be both written, oral and/or digital, and will take place both during and outside of the meetings. Further information about the course work will be given on the learning platform. All obligatory course work will be assessed as approved/not approved. All obligatory course work must be approved in order to sit for the exam.

Assessment

• Individual take home exam

The take home exam consists of two parts. In the first part, the candidates have to write an academic text (between 2,000 and 2,500 words, excluding list of references) where they use different assessment theories, methods, and tools to evaluate pupils’ reading and/or writing development in English. In the second part, the candidates have to create a short reflection video (exactly 10 minutes long) where they a) show how they assessed the pupils’ performance in the academic paper, and b) discuss and reflect on the choices they made in the academic paper. Both parts have to be uploaded in an appropriate format (PDF and MP4/AVI) to Inspera Assessment.

The exam will be given a letter grade (A-F) and counts for 100% of the final course grade.

Specific conditions

Required previous knowledge

Completed teacher education for primary grades and the candidate must also have a minimum of 60 credits in English. Moreover, the candidate must have at least 3 years of teaching practice in the subject of English in primary school (grades 1-7).

Candidates who are offered a place in the course must be working as an English teacher during the study period.

Course materials

The course plan and reading list will be posted on the digital learning platform.