Teacher's Guide

Assessing pupils in friluftsliv

In the subject friluftsliv, pupils should experience mastery while also meeting challenges they can grow from. Through the trips, pupils should develop…

  • Contents

In the subject friluftsliv, pupils should experience mastery while also meeting challenges they can grow from. Through the trips, pupils should develop basic skills and have nature experiences. Cooperation, effort and community are important keywords for practising the subject. An important principle is that pupils should be given the chance to try things out and make mistakes in order to learn.

But can this be combined with awarding pupils marks in the subject?

Assessment in the curriculum

Pupils taking friluftsliv are to receive assessment with a mark. We must make sure that assessment takes place within the frameworks for ongoing assessment and overall achievement assessment set out in the curriculum.

Ongoing assessment

  • shall promote further development in the subject
  • documents the pupils’ learning outcomes.

Ongoing assessment is all assessment that takes place up until the overall achievement mark is set (Utdanningsdirektoratet, 2022). Through ongoing assessment, pupils shall

  • take part in assessing their own work and reflect on their own learning and academic development
  • understand what they are to learn and what is expected of them
  • find out what they have mastered
  • receive advice on how they can work further to increase their competence.

(Utdanningsdirektoratet, 2021: § 3-10.)

Ongoing assessment shall promote the pupils’ learning. Assessment for learning is often used as a term for this. It is emphasised that pupils in the subject should be given the chance to try things out and reflect on their own learning.

’… The teacher shall be in dialogue with the pupils about their development in friluftsliv, and the pupils shall be given the chance to try things out …’ (Utdanningsdirektoratet, 2020).

Overall achievement assessment

  • shall describe what the pupils can do ‘in the end’.

The mark set as the overall achievement mark shall reflect the pupil’s overall competence in the subject at the conclusion of the subject.

‘Cooperation, active participation and the ability to take responsibility are also essential aspects of competence in the subject’ (Utdanningsdirektoratet, 2020).

Early in the school year, pupils shall find out what is given weight when the overall achievement mark is set. Pupils also have the right to a justification for the mark (Utdanningsdirektoratet, 2021: § 3-15).

Competence aims after friluftsliv 1

The aim of the training is for the pupil to be able to

  • explore and carry out activities and trips in the local area across the different seasons
  • plan, carry out and reflect on trips with several overnight stays in different natural environments and across the different seasons
  • assess and prepare food that is suitable for friluftsliv trips
  • understand the importance of, and use, suitable clothing in different types of friluftsliv
  • use, maintain and look after equipment and tools in a suitable manner
  • use first aid and lifesaving skills in connection with friluftsliv
  • carry out safe travel and practise a friluftsliv that takes nature into account
  • describe and understand what can create good nature experiences
  • cooperate in order to contribute to community, social experiences and mastery
  • reflect on what significance friluftsliv can have for the individual.

(Utdanningsdirektoratet, 2020)

Competence aims after friluftsliv 2

The aim of the training is for the pupil to be able to

  • plan and carry out activities and trips in the local area independently and together with others
  • plan, carry out and assess trips with several overnight stays in different natural environments and across the different seasons
  • understand the importance of a suitable diet on trips and explore the possibilities nature gives us as a food source
  • understand common weather signs and warnings that nature gives, and take these into account
  • use equipment and tools in a sustainable manner
  • apply first aid and lifesaving skills in connection with the friluftsliv the pupil practises
  • practise and reflect on sustainable travel in nature
  • reflect on how new outdoor activities are helping to change traditional friluftsliv
  • plan, carry out and assess activities and trips as a guide for a group
  • carry out and assess friluftsliv trips in which the sense of mastery, nature experiences and community are central
  • assess possible health benefits of friluftsliv.

(Utdanningsdirektoratet, 2020)

How do we assess?

The competence aims for the subject are decisive. As the competence aims are broad and can cover a great deal, it is important to make the competence aims concrete. Pupils should be involved in the assessment work, since we as teachers are to facilitate pupil participation in the subject.

It is important that pupils know in advance how they will be assessed and what competence they are to demonstrate. Have clear assessment criteria for the trips. Prepare information about assessment for the pupils ahead of each trip you are going on. The information should contain competence aims, concrete specifications and achievement of aims.

Suggestions for concrete specifications of competence aims are presented under each topic, see Contents.

There is no set answer for which assessments pupils should have; it is up to each individual teacher (and pupils) to decide. A minimum is at least one assessment with feedback per half-year to ensure academic development, in addition to the term mark and the overall achievement mark in the subject.

  • Reflections on one’s own practice
    • Which type of assessment is most useful for the pupils’ learning?
    • How do we create a good learning space where everyone dares to try, while also giving assessment?
    • How should we involve the pupils in the assessment work?
      • Do the pupils get to take part in deciding how the trips are assessed?
      • How do the pupils get the chance to assess their own work? Can this be done in other ways that make the pupils more aware of their own learning?
      • How do you make it possible for pupils to practise assessing their own development and progress?
    • How should the trips be assessed? With a mark or with written/oral feedback?
      • Which form of assessment do you choose?
      • Should marks only be given for preparatory work and follow-up work?
      • Should pupils have a test or skills course after a trip that they are given a mark on?

General tips for assessment

  • Learn names quickly, and keep track of what the various pupils do during the day.
  • Take notes on the trip.
    • Note down things that happen along the way.
  • Timing is everything.
    • When do you give feedback?
    • What is the purpose of the feedback?
    • Constructive criticism, or just criticism?
    • Remember to look for everything that is good.
  • Link observation to assessment.
    • Describe as concretely as possible what you observed the pupil doing/not doing.
  • Systematic evaluation; make sure to see everyone.
  • Check the pupils’ capacity for self-insight.
    • It is important that pupils work on seeing their own strengths and potential for improvement.
    • How can you make the pupils more reflective?
  • Assess against known aims.
    • Make concrete the competence aims that are relevant for the activity.
    • What it takes to achieve the various marks must be known to the pupils.

Before the trip

Planning before a trip is an important part of the preparations for a trip, and is mentioned in several competence aims for the subject. Pupils are to take part in the planning and must also prepare their own and shared equipment for the trip. Pupils may well take part in deciding the content of the trip, since pupils are to have a say in the subject.

Planning in groups is suitable, as pupils on a trip are generally divided into groups such as tent teams or cooking teams. The groups can make a plan for what food and equipment they need, who brings what, and what is personal equipment and what is shared equipment.

Pupils in friluftsliv 2 can, ahead of a trip, teach and guide pupils in friluftsliv 1 in various topics and tasks before the trip. The pupils should be given concrete tasks and assessment criteria, as well as feedback on how they function as guides.

Planning documents, packing lists, reflection notes and suggestions for assessment criteria are examples of what pupils can submit ahead of a trip. The submission can take various forms, and can be individual or submitted by the whole group.

Work submitted before a trip can be assessed both with and without a mark. Consider what the purpose of the assessment is. If the purpose is assessment for learning, it is important to give feedback that promotes learning. Describe what is good and what can be improved. Participation in the planning is also worth assessing and commenting on. Are all the pupils active in the planning?

On the trip

On the trip, pupils are to demonstrate skills in, among other things, safe travel, first aid and the suitable use of clothing and equipment. It is not all that interesting that ‘Per’ could not pitch a tent before, but it is very important to notice that he tightens the guy lines well after a little guidance from a fellow pupil. See examples of assessment criteria.

Write down and note things that happen along the way. If there are several of you teaching, make it a goal to manage a daily summary of the day and what you have noted. That way you also ensure that you have seen all the pupils.

Talk with the pupils. Praise them when they do something well; give tips that can help them on their way if they get stuck. You do not need to give the answer, but a friendly nudge in the right direction.

Have daily gatherings with the pupils where they can give their assessments of the trip and of themselves. The focus should be on learning and reflection. The pupils can, for example, say one thing they are pleased with and one thing they have learned or want to do differently on the next trip. Avoid using negatively charged words such as ‘what did you manage and what did you not manage’. A breakfast gathering in the morning, combined with a ‘ferdaråd’, or a gathering round the fire in the evening are good arenas for shared evaluation and reflection.

Self-evaluation and group reflection are worth their weight in gold for learning within the group.

After the trip

Pupils are, among other things, to reflect on and assess various aspects of a trip and to look after and maintain equipment. There are many different ways of assessing pupils after a trip. Pupils may well take part in deciding which way they are to be assessed.

See forms of assessment for tips on assessment after a trip.

Progression

The trips and the assessment in the subject should be set up for gradual progression, that is, for the level of difficulty to increase steadily. We expect a development of map-reading knowledge, better control of equipment on trips and more reflection in trip planning. In addition, pupils are to show progress in independence and cooperation on the trips throughout the year. It is therefore natural to raise expectations of knowledge and of what we expect from the pupils.

It is important to inform the pupils about the expectation of progression during the year, and that higher demands are placed on skills by the end of the school year.

Feedback

Descriptive and evaluative

  • What do you want to achieve with what you say?
  • Descriptive invites reflection
    • ‘I saw that you put the camping stove outside the tent last night.’
    • The pupil has to work out for themselves where the teacher is going with this.
  • Evaluative gives an assessment of what has happened
    • ‘I saw that you put the camping stove outside the tent last night. I thought that was not very wise.’
    • For the best possible effect of evaluative feedback, you as a teacher should explain your assessment.
      • ‘I saw that you put the camping stove outside the tent last night. I thought that was not very wise, because it snowed during the night and the camping stove was nearly snowed under.‘

Academic and objective assessment

  • Assessment based on the achievement of the competence aims.
  • Use concrete observations to justify the assessment.

Formative and summative

  • Formative assessment – assessment for learning
    • The teacher, the pupils and fellow pupils take part in the assessment.
  • Summative assessment
    • The assessment given at the end – final assessment
    • Shall document the pupils’ learning outcomes
  • Ongoing assessment can be both formative and summative.

More on formative and summative assessment

More on assessment for learning

Forms of assessment

Because the competence aims in a subject encompass different kinds of knowledge, skills and competences, the teacher shall use varied ways of assessing in order to obtain information about the pupil’s learning (Utdanningsdirektoratet, 2021: § 3-15). Inform pupils about how they are to be assessed and which skills they are to demonstrate ahead of the assessment, and have a dialogue with the pupils about different forms of assessment.

Observation

Observation of pupils planning and carrying out a trip provides a basis for assessing what the pupils can do. We also see how the pupils cooperate and interact in smaller and larger groups.

The assessment should contain feedback that says something about what you as a teacher have observed. The assessment should say something about the achievement of competence aims and concrete specifications of these. Assessment can be with or without a mark.

  • Example of assessment without a mark based on observation:

    You manage fine on the trip and have the equipment you need. You take responsibility for shared equipment and the tasks you are to do. Keen to take part in the climbing, and have good control of belaying technique. Could work more on reading the map on the trip. Pay attention along the way and find paths, lakes and the like that we pass on the map. Take the initiative to cooperate with the others in the group on shared tasks.

Log/reflection note

Pupils write a log of the planning and/or carrying out of a trip. They write down what they are to learn and assess their own and/or others’ work and learning. It can be useful to assess against specific criteria, for example concrete specifications of competence aims. Write down two things you are pleased with and one thing you want to improve. A log can be used both for a single trip and throughout the whole year to look at development in the subject.

A log can also be recorded as an audio file or video.

  • Example of tasks in a log:
    • Aims and expectations before the trip and how it went on the trip
    • Self-assessment after the trip
      • Based on the competence aims and the concrete specifications
      • What did you do well and what can you improve?
    • What experiences did you have on the trip?
      • Did you learn anything new?
      • What do you want to do differently on the next trip?
    • How did your equipment work?
    • How did you contribute to the community?

Submission

Submission of tasks before and/or after a trip. The submission can, for example, contain reflections, planning of the trip, packing lists and/or self-assessment.

Do offer pupils who struggle with writing the chance to submit an audio file of the submission.

  • Example of tasks in a submission:
    1. What do you have in your pack?
      • Submit a packing list for everything you are to bring on the trip.
        • Include both shared equipment and personal equipment.
        • The packs are to contain all the equipment and clothing that you and your group need in order to make as safe a day trip as possible in November.
    2. Trip planning
      • Present a rough outline of a plan for the day with approximate times.
        • Submit a map with your route drawn in.
        • It is important that you also have a plan B, in case things do not go according to plan.
        • Remember to allow time for litter picking, first-aid cases and a possible fire for lunch.
    3. Injury on the trip
      • Prepare a first-aid case for the other groups to try.
        • The case is to be approved by the teacher.
        • You are responsible for carrying it out.
        • Think carefully about which injury you want to present and how it is to be treated.
        • Make the scenario as realistic as possible (you can be the casualty actors yourselves if you wish).
        • Have a plan for how you are to handle the casualty and transport the casualty.
        • Briefly describe how to alert the emergency services.

Film

Film production takes rather longer than written submission or an audio file. At the same time, it can be inspiring and enjoyable to tell the story of the trip in a different way, with photos and film. Some pupils express themselves better orally and find it easier to show what they can do when they get to show and explain.

The possibilities for what pupils can film are many. They can make an instructional video and show how to pitch a tent or take a compass bearing, or reflect on how we can travel more sustainably in nature. The pupils can also make a digital story of the trip they have been on. They tell the story of the trip, what they have learned and reflections on their own achievement of aims in the subject.

  • Example of tasks for film:

    • Include photos and film from the whole trip: the hike, the campsite, the fire, the food, leave-no-trace travel and something from the sleeping bag when you spend the night out.
    • Reflect on what went well, and what did not go so well. Justify your answers.
    • Tell the story of what it was like to go on a trip alone and how the overnight stay went.
    • Explain what you have learned from this trip.
    • Show and explain which route you walked and how you planned it.
    • Do you have any good nature experiences from this trip? Describe and explain what made the experiences good.
    • Assess yourself against the competence aims for the trip. See the form with achievement of aims.
    • The film is to contain film, photos, voice and text.
    • Length of the film: 5–15 minutes.

    (Furuly, 2021)

Self-assessment

All pupils shall, during the year, carry out one or more self-assessments in the subject. The self-assessment shall show reflection on one’s own learning. What am I managing, what must I work more on, and how am I going to reach my aims.

  • Example of self-assessment from a pupil (the name has been changed):

    All in all, I would say that I carried out this trip to the best of my ability. Very proud of my own effort. But for another time I will limit myself even more when it comes to packing. I am thinking of dropping the thermos and water bottle, among other things, and just bringing a cup instead. And remembering to bring snacks that are easy.

    I appreciated all the breaks on the way up the steepest sections on the first day. A very instructive trip. For the first time I tried drying damp clothes in the sleeping bag at night – it worked brilliantly! On the last trip I broke the fastening on my hiking boots. So I borrowed my little brother’s boots and walked them in and waterproofed them the weekend before we set off. I quickly finished unpacking my things both in the forest and at the cabin. I ended up doing the actual clean-up. Wiped over the floor and folded and stacked duvets and pillows, while the others were finishing getting their things out of the cabin and fetching firewood. Made dinner and helped with the washing-up. Fetched drinking water. I reached several of my aims, among them: getting to know the group better and making more nutritious food. The challenges on this trip were the weight of the pack and keeping my spirits up even though I was tired and wet. After a piece of chocolate or five, walking was mostly fine again. I have never been any good at either map or compass, but I would claim that I had pretty good control on this trip.

    Competence aimPupil self-assessment
    Plan, carry out and reflect on trips with several
    overnight stays in different natural environments and across the different seasonsI thought the planning was very good. The only thing was that most of the group were not there on the day we were going to plan. When I tried to call the whole group on a video meeting, some people just hung up. And in the chat no one replied. It ended up that three of them got in touch with me to find out what the plan was because we were starting to run short of time. It turned out that I took control and led the whole conversation. Because no one could keep the conversation going. Kari and I dealt with the shared submission.
    Assess and prepare food that is suitable for
    friluftsliv tripsThe dinners were faultless. I brought a little extra side dish (salad) – maybe unnecessarily heavy but absolutely worth it. I never got round to making the vegetable soup. As I had enough with my cheese rolls. The wok was very good and nutritious.
    For another time I might have brought a bit more easy snacks – e.g. nuts and energy balls.
    Use, maintain and look after equipment and tools in a
    suitable mannerI had good control of all the equipment and made sure everything was brought in before we went to bed. Anything that was forgotten just had to be handed straight back to its owner. Washed up as soon as we had finished eating on the first day. Missed cooking oil – a bit burnt and a lot of washing-up.
    Understand the importance of, and use, suitable clothing in different types of friluftslivUsed the layering principle. Had wool innermost, so even though the rain gear eventually gave way, I stayed warm. Had fleece easily to hand and rain gear on (breathes poorly). Took off the rain jacket and hung it on the outside of the pack when I got warm.
    Use first aid and lifesaving skills in connection with friluftslivThere was not much need for first aid or lifesaving skills apart from dressing those who were cold and wet. But I would say that was more preventive than rescuing. The first-aid course in the cabin was very instructive. I learned, among other things, that if a person gets bruises fairly quickly after a fall or the like, it can mean major internal bleeding.
    Carry out safe travel and practise a friluftsliv that takes
    nature into accountI think we had a reasonable pace as everyone managed to keep up, but maybe a bit fast at certain times led to many falls. I went down twice just on the way down from the cabin, and many others did too. Sensible choices not to stop so much. Got cold very quickly when we stood still. Also fastened all loose threads (from tarps and shoelaces).
    Cooperate in order to contribute to community, social experiences and masteryWhen we hung up tarps, no pegs came with Kari’s tarp. We found some sticks that we used as there were few branches and roots nearby. Sat and ate in the rain under my tarp. (Just unhooked the hammock and rolled out the sleeping mat.) I think we both felt a sense of mastery in the sense that we are solution-oriented. Kari’s phone disappeared in the evening when we were out, so then it was a matter of looking for it. Found it in the end.
    Familiarity with nature and showing consideration for natureAvoided breaking branches and so on if we found a nice spot to set up the hammock. Found other trees instead.
    Use of imagination/solution-orientation and mastery. Awareness of safe travel and more environmentally friendly travel. Public transport to the trip destination. How to behave towards nature and typical unwritten rules. Such as making a place a little nicer than it was before you came.
    Reflect on what significance friluftsliv can have for the individualI have always liked being outdoors. I have done a fair number of trips and so have a little prior experience. But after I chose this as a subject, I have become a little more aware of how important good planning and smart packing are. In addition to safe travel. That taking off your shoes on the way across a river is not very smart, and that you should loosen straps so that it is easier to get free of your pack if you fall. Things like that make an impression on me. They are things I have never thought about, but that actually make sense. When summer comes, a couple of others and I have started thinking about trips with overnight stays out (or cabins). It is something I like that is neither very expensive nor unhealthy – a very good alternative. Friluftsliv has actually affected me in a positive way, even though I sometimes feel I am starting to get really fed up.
    Describe and understand what can create good nature experiencesEarly mornings with a cup of hot cocoa. Nice weather, sociable and good spirits. Washing your face in a cold stream. Being warm even when the weather is bad.

Test (written/oral/practical)

A test is a slightly old-fashioned way of assessing. It can nonetheless be a quick and effective way to test knowledge.

  • Examples of tests
    • Written task with planning of a trip
      • day trip on skis
      • overnight trip on bare ground with a tent
      • risk assessment in trip planning
      • drawing in a trip route with justification for the choice of route.
    • Oral test where you explain how you pack your pack for a trip and what is wise to wear and bring.
    • Practical test where you demonstrate
      • buddy rescue in a canoe
      • lighting a fire
      • cooking on an open fire
      • walking a compass bearing
      • repairing a tent
      • a skills course where you show several pieces of knowledge.

Cases

A case can be explained as a story with a message. The story is meant to engage and act as a springboard for learning (Herreid, 1997). A case usually does not have a set answer, and is used to recreate realistic challenges. The point is that the pupils themselves are to think and discuss their way to an acceptable solution. The teacher is to help the pupils find a solution, without giving the answer to the pupils themselves (Håkonsen, 2018). The pupils get to apply knowledge and theory to a ‘real’ problem and thereby combine theory and practice. Cases are often used both as a basis for discussion and as assessment.

Decide what the point of carrying out the case is, and inform the pupils of this ahead of carrying it out. Is it an exercise to improve practical knowledge in first aid? Reflections on possible solutions for handling a trip participant who becomes unwell and a little ill two days’ march into the mountains? Letting the pupils feel the stress level when several people are buried in an avalanche? Or are the pupils to demonstrate and be assessed in practical knowledge?

  • Example of a first-aid case, with a suggested solution:

    You find a person who appears to have fallen a fair distance. The person is lying below the path in steep terrain. The person is not conscious.

    Variations

    • The person is conscious.
    • The person is ‘shocked’ and panicking.
    • Internal bleeding (harder to detect).

    Preparations

    The casualty actor is given theatrical make-up and ideally fake blood under the clothes. They should lie in a position that makes it clear that trauma is involved. The casualty actor may well be a bit dazed, dizzy and/or nauseous.

    Suggested handling

    1. Secure and gather the group.
    2. Check the patient.
      1. Is the person breathing/are the airways clear
        1. If the person is conscious, it is easy to check breathing.
          1. Ask the casualty to keep completely still until you have examined them.
          2. Ask whether the casualty can remember what happened.
        2. If the person is unconscious, ensure clear airways.
          1. Recovery position.
      2. Is there bleeding?
        1. Touch bare skin, see whether you get blood on your fingers.
        2. Locate any bleeding and stop it.
        3. Internal bleeding (can look like bruises) is something you cannot do anything about.
          1. —> Help from the rescue service is needed, quickly.
      3. Keep the person warm.
    3. Alerting
      1. As quickly as possible after examining the patient
      2. If there are several of you on the trip together, one person can call for help while the others treat the patient.
    4. Care for the injured person.
    5. Transport of the casualty/Receive the helicopter.

    Additional info

    1. Signs of serious head injury
      1. that the casualty has been unconscious for more than 2 minutes.
      2. that the casualty has been unconscious, woken up again, and later has reduced consciousness
      3. that the casualty has increasing headache
      4. that you find an open wound in the scalp
      5. that you feel a fracture or deformity in the skull
      6. that blood or fluid comes from the casualty’s ear, nose or mouth
      7. that the casualty sees double or blurred
      8. that the casualty has an unsteady gait.
    2. Stop bleeding.
    • Direct compression will stop most external bleeding
    • Bandaging and packing
    • Immobilisation (keeping the patient still)
    • Raise the bleeding site
    • Pressure points
    • Heat conservation.

Podcast

A podcast as an assessment situation is good for both teacher and pupil. As a teacher you can listen and write feedback as you go and listen to the podcast several times if you need to. For the pupils’ part, it is possible to record several times so that you are satisfied with the result. For those who struggle with writing, this can also be a good solution.

Read more about podcasts here:

LUDO I Podcast in teaching

  • Suggestion for a podcast:

    • Make a podcast on the topic
      • What significance does friluftsliv have for the individual? – FLL1
      • How are new outdoor activities helping to change traditional friluftsliv? – FLL2
    • The podcast is recorded in groups of 2–4 people.
    • You are to reflect on the topic by looking at elements such as
      • social development
      • different significance for different groups
      • your own/others’ experiences
      • what it means to you personally
      • only positive/negative development? – Take a sidelong look at the development of friluftsliv.
    • Length max 15–20 minutes.
    • Assessment criteria look at
      • Content
        • use of subject terminology
        • subject literature.
      • Form
        • clear communication
        • suitable use of different oral genres (dialogue, monologue)
        • pace and pauses.
    • Plan the episode well before recording – then you avoid having to edit so much
      • Tips for planning
        • Content
          • What is the podcast’s academic content to be?
          • What do we know about the subject, which experiences are relevant to bring in?
          • Should we read up on something?
          • Bring in subject literature?
        • Target audience
          • Who is the target audience for the podcast?
          • How do we adapt the content to the target audience?
          • How do we make the content interesting for the target audience?
        • Presentation
          • How is the academic content to be presented?
          • Should there be monologic segments (e.g. presenting facts), conversations, interviews or role-play?
          • In a podcast it can be nice to have somewhat varied forms of presentation.
        • Running order
          • A running order should be made for the podcast that shows what is to be included, who says what, and how much time the various parts are to take.

    (Bueie, u.å.)

Portfolio assessment

Through portfolio assessment, pupils get several assessment situations, preferably without marks, during the school year. The portfolio can contain all the work pupils have done during the year. Submissions, films, self-assessments and logs can all be in the portfolio. At the end of term, the pupils select some pieces of work that they want a final assessment on. They can work on and improve these pieces of work right up to the deadline you give.

The point of portfolio assessment is to give feed-forward on the pieces of work along the way, without a mark. Attention is thereby turned to what the pupil can improve. Pupils who are not used to portfolio assessment may at first be unsure of where they stand academically. Therefore always offer to talk about achievement of aims if they need it. Try to avoid giving exact marks, but rather indicate level. Focus on what the pupil must do to reach their aim in the subject.

(Moe and Abusland, 2020).

  • Tips for assessing a portfolio

    At the start:

    • Give oral feed-forward while they are working at school.
    • Let the pupils cooperate in the idea phase and give each other feedback along the way.

    Along the way:

    • Ask the pupils to submit a self-assessment with each submission
      • Use it as your starting point when you comment.
    • Add comments directly in the work the pupils have submitted.
    • Select the most important points for improvement when you comment.
      • The higher the achievement of aims the pupil is aiming for, the more detailed you can be.
    • Write or record a short closing comment summing up what the pupil has managed and what the pupil must work on further.
      • The closing comments are a good starting point for a subject conversation with the pupil during the term.

    When the portfolio has been submitted:

    • The pupils submit a self-assessment together with the pieces of work they want a final assessment on.
      • What have they managed?
      • What do they think has been difficult?
    • Look at what you have commented on earlier.
      • Check whether the pupil has taken the feed-forward on board and improved their work.
      • Are the changes small, or are they extensive?
    • Look at the whole:
      • At what level is the pupil’s competence in the subject right now? Set the mark on that basis.
    • Look at the pupils’ self-assessment.
      • They often judge their own skills well.
      • Use what the pupil writes as your starting point when you write the final assessment in the next point.
    • Write a justification for the mark you set on the whole assessment portfolio.
      • You do not need to write a comment on each piece of work.
      • Offer pupils a subject conversation if they want a more detailed justification for the mark.

    (Moe and Abusland, 2020)

Subject conversations

Before the conversation, the pupils are to prepare on a topic, such as ‘carrying out a tent trip in winter’ or ‘navigation on a trip’. The pupils should be given information in advance about what they are to read as preparatory material. There are different ways of carrying out the conversations, either on a trip, digitally or at school.

  • Tips for carrying out subject conversations:

    • Put together small groups.
      • Maximum four pupils.
    • Have similar types of pupil in the same group.
    • Give each pupil a few minutes at the start to talk about the topic, ideally a question or an angle you have given them in advance.
    • Let the pupils comment on and discuss the topic freely.
    • Be the moderator if needed, so that everyone gets a chance to speak.
    • Take notes along the way and set a mark for yourself straight away.
      • It is almost impossible to remember afterwards.
    • It is possible to record the subject conversation if you want to listen through it once more when you are giving justifications.
    • Subject conversations also work well digitally, such as on Teams.

    (Moe and Abusland, 2020).

Ongoing assessment in practice

Ongoing assessment can be both formative and summative. Formative assessment shall promote the pupils’ learning, while summative assessment shall document the pupils’ learning outcomes (Overland, 2020).

  • Here are some concrete tips for formative ongoing assessment:
    • Find out what each individual has understood and can do.
      • The pupils are to take part in the assessment.
    • Frequent feedback.
    • Focus on potential for improvement, not faults and shortcomings.
    • Given along the way.
      • Both on the trip and throughout the year.

For the pupils’ chances of developing in the subject, ongoing assessment is decisive. It is through guidance and feedback that we develop. Both when it comes to what we are good at and what we should practise more. Reflections and feedback can usefully be done as self-assessments, group conversations and in plenary round the campfire. Marks give an assessment of performance on a scale, but do not give feedback on what you must do to develop. Marks alone are therefore not good enough as ongoing assessment. In practice, pupils only need to be given two marks in the subject. A mark in term 1 and an overall achievement assessment.

Ongoing assessment can be done both in writing and orally. As a teacher it is wise to note down which feedback the pupils receive and when the feedback is given.

Examples of assessment criteria

Planning and assessment of a mountain trip

Planning and assessment of an independent trip

Setting the overall achievement mark

We do not need to assess the pupil in all the competence aims just before the overall achievement mark is set, but are to assess competence according to the competence aims in the curriculum for the subject. The competence the pupils have shown during the year is part of the assessment (Utdanningsdirektoratet, 2021: § 3-15).

As an example, map-reading skills at the start of the year will be of interest for looking at the pupil’s development. Map reading in the winter mountains and safe route choices on snow must be assessed on a winter trip. Whereas map-reading skills at the end of the school year describe the pupil’s abilities in navigation on bare ground at the conclusion of the subject. The mark shall be based on the competence shown through skills and knowledge in different natural environments and seasons, on varied trips and activities.

Cooperation, active participation and taking responsibility are, in addition to trip skills, important elements in the assessment. Can the pupil cooperate with fellow pupils? Does the pupil take the initiative to get a latrine made at the campsite, or take responsibility for the cooking? Does the pupil help others, carry a little extra in the pack, or come up with many good ideas in the trip planning?

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Gina Wigestrand, Snuitide. (2022)