Danningsperspektiver i grunnskolens eksamensoppgaver i norsk
DOI:
https://doi.org/10.5617/adno.2570Keywords:
danning, norskfaget, grunnskolen, eksamen, L97, KunnskapsløftetAbstract
Artikkelen er en analyse av grunnskolens eksamen i norsk. I analysen sammenlignes oppgavesettene gitt under L97 og LK06. Eksamensoppgavene blir drøftet i lys av danningsbegrepet og spesielt Wolfgang Klafkis teorier. Analysen viser at eksamen etter innføringen av Kunnskapsløftet representerer både kontinuitet og brudd når det kommer til danningsperspektiver. En del bærende temaer gjelder for begge læreplanperiodene. Disse temaene er uavhengige av læreplanmålene og utgjør et standardrepertoar til eksamen. Valgfriheten har blitt mindre etter innføringen av Kunnskapsløftet, og oppgavene etterspør i økende grad norskfaglige kunnskaper. Det materiale danningsaspektet er dermed blitt styrket på bekostning av det formale. Dette er en utvikling som går i motsatt retning av danningssynet i de to læreplanene. Eksamensskrivingen har gått fra primært å bli forstått som et individuelt prosjekt i L97 til å bli definert som et kollektivt prosjekt i Kunnskapsløftet. Skriveoppdragene har gradvis blitt mer styrende og krever større grad av tilpasning. Avslutningsvis blir forholdet mellom danning og nytte diskutert. Om eksamen først og fremst blir et måleinstrument for å teste grunnleggende ferdigheter og kompetansemål, kan nytteperspektivene komme til å fortrenge danningsperspektivene.
Nøkkelord: danning, norskfaget, grunnskolen, eksamen, L97, Kunnskapsløftet
Abstract
In this article, the examination in Norwegian language in lower secondary school is analysed. The examinations during the period of the two curriculums L97 (1997–2006) and LK06 (2006), are compared. The written tasks in the examinations are discussed with reference to the concept of Bildung and the theories of Wolfgang Klafki. The analysis shows that the examinations introduced after the introduction of Kunnskapsløftet represent both continuity and change when looking from the perspectives of Bildung. Furthermore, some of the major themes are represented in both curriculum periods. These themes are independent of the curricula and constitute a standard repertoire for the examination. However, the possibilities for individual choices are fewer after the introduction of Kunnskapsløftet, and the exam requires more knowledge of the Norwegian language. Because of this, we can see that the material aspect of Bildung has been strengthened at the expense of the formal aspect. This development is contrary to the perspectives of Bildung represented in the curriculum. The written tasks in the exam have changed from primarily being perceived as an individual project in L97, to be defined as a collective project in Kunnskapsløftet. The written tasks have gradually become dominant and have demanded stronger requirements for adaptation. Finally, the article discusses the relation between Bildung and utility. If the exam primarily is used as a measuring tool to test basic skills and competences, this focus on utility might possibly replace the perspectives of Bildung.
Keywords: bildung, lower secondary school, exam, curricula
Downloads
Published
How to Cite
Issue
Section
License
Content published in Acta Didactica is - unless otherwise is stated - licensed through Creative Commons License BY-NC-ND 4.0. Content can be copied, distributed and disseminated in any medium or format under the following terms:
Attribution: You must give appropriate credit and provide a link to the license
Non-Commercial: You may not use the material for commercial purposes.
No derivatives: If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notice: No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Authors who publish in Acta Didactica accept the following conditions:
Author(s) retains copyright to the article and give Acta Didactica rights to first publication while the article is licensed under the Creative Commons CC BY-NC-ND 4.0. This license allows sharing the article for non-commercial purposes, as long as the author and first publishing place Acta Didactica are credited.
The author is free to publish and distribute the work/article after publication in Acta Didactica, as long as the journal is referred to as the first place of publication. Submissions that are under consideration for publication or accepted for publication in Acta Didactica cannot simultaneously be under consideration for publication in other journals, anthologies, monographs or the like. By submitting contributions, the author accepts that the contribution is published online in Acta Didactica.