TY - JOUR

T1 - "At knække lærerkoden” – En elevperspektivisk analyse af adressater ved mundtlig eksamen

AU - Isager, Julie Marie

PY - 2021/12/1

Y1 - 2021/12/1

N2 - 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.

AB - 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.

UR - https://portal.findresearcher.sdu.dk/en/publications/0c72519d-5a2b-4816-91d4-03f78f3e018a

U2 - 10.23865/nse.v41.2692

DO - 10.23865/nse.v41.2692

M3 - Tidsskriftartikel

JO - Nordic Studies in Education

JF - Nordic Studies in Education

SN - 1891-5914

ER -