"At knække lærerkoden” – En elevperspektivisk analyse af adressater ved mundtlig eksamen

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Abstrakt

In order to graduate, Danish (and Norwegian) upper secondary high-school students are assessed orally in high-stakes tests by two teacher-assessors. Based on a fieldwork following students preparing for the oral exam, the article investigates who the students are presupposing to talk to at the exam. Exam introductions and student interviews are analyzed using Bachtin’s dialogical theory. The paradigmatic case analysis finds that students focus on delivering interpretations that they think the teacher wants to hear, since alternative interpretations are considered a confrontation with the assessors. Potentially, this limits what students allow assessors to gain access to at the exam.
Bidragets oversatte titel"Cracking the Teacher’s Code” – Students’ Perceived Addressees Before Oral Exams
OriginalsprogDansk
TidsskriftNordic Studies in Education
Vol/bind41
Udgave nummer4
Sider (fra-til)295-311
ISSN1891-5914
DOI
StatusUdgivet - 1. dec. 2021

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