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

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....

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Autor principal:	Julie Isager
Formato:	article
Lenguaje:	EN
Publicado:	Cappelen Damm Akademisk NOASP 2021
Materias:	danish oral exam student perspective addressee fieldwork Education (General) L7-991
Acceso en línea:	https://doaj.org/article/5c989e9685984b1186eb22fe05aa15c2
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id	oai:doaj.org-article:5c989e9685984b1186eb22fe05aa15c2
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spelling	oai:doaj.org-article:5c989e9685984b1186eb22fe05aa15c22021-12-02T07:39:59Z”At knække lærerkoden” – en elevperspektivisk analyse af adressater ved mundtlig eksamen1891-594910.23865/nse.v41.2692https://doaj.org/article/5c989e9685984b1186eb22fe05aa15c22021-12-01T00:00:00Zhttps://noredstudies.org/index.php/nse/article/view/2692/5921https://doaj.org/toc/1891-5949In 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.Julie IsagerCappelen Damm Akademisk NOASParticledanish oral examstudent perspectiveaddresseefieldworkEducation (General)L7-991ENNordic Studies in Education, Vol 41, Iss 4, Pp 295-311 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	danish oral exam student perspective addressee fieldwork Education (General) L7-991
spellingShingle	danish oral exam student perspective addressee fieldwork Education (General) L7-991 Julie Isager ”At knække lærerkoden” – en elevperspektivisk analyse af adressater ved mundtlig eksamen
description	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.
format	article
author	Julie Isager
author_facet	Julie Isager
author_sort	Julie Isager
title	”At knække lærerkoden” – en elevperspektivisk analyse af adressater ved mundtlig eksamen
title_short	”At knække lærerkoden” – en elevperspektivisk analyse af adressater ved mundtlig eksamen
title_full	”At knække lærerkoden” – en elevperspektivisk analyse af adressater ved mundtlig eksamen
title_fullStr	”At knække lærerkoden” – en elevperspektivisk analyse af adressater ved mundtlig eksamen
title_full_unstemmed	”At knække lærerkoden” – en elevperspektivisk analyse af adressater ved mundtlig eksamen
title_sort	”at knække lærerkoden” – en elevperspektivisk analyse af adressater ved mundtlig eksamen
publisher	Cappelen Damm Akademisk NOASP
publishDate	2021
url	https://doaj.org/article/5c989e9685984b1186eb22fe05aa15c2
work_keys_str_mv	AT julieisager atknækkelærerkodenenelevperspektiviskanalyseafadressatervedmundtligeksamen
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”At knække lærerkoden” – en elevperspektivisk analyse af adressater ved mundtlig eksamen

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