Abstract

Many documents are produced in evaluation processes; documentation of student evaluation can therefore be time-consuming. Nevertheless, we have little knowledge about how these documents are used. This paper is based upon analysis of documents that direct and report on internal student evaluation practice at a Norwegian university. Interviews with academics and students are used as supplementary data. We analyse how student evaluation practice is described in university documents compared to what academics and students express. The aim is to explore how documents can contribute to the constitution of evaluation practice. The study shows that the university mainly requested information about how evaluation was carried out and followed up. The academics reported on challenges with evaluation practice, use and results. These reports were supposed to serve as background for educational quality reports at departments and faculty level. However, the information from programme reports was nearly absent from reports at higher organisational levels; they mainly described a well-established evaluation practice. There were misalignments between how student evaluation practice was described at different levels, in documents and in interviews. This may hinder improvements to evaluation practice and may also contribute to an understanding of student evaluation as an accountability tool more than a practice promoting learning.

摘要

许多文件是在评估过程中产生的；因此，学生评估的记录可能很耗时。然而，我们对如何使用这些文件知之甚少。本文基于对指导和报告挪威大学内部学生评估实践的文件的分析。对学者和学生的采访被用作补充数据。我们分析了大学文件中学生评估实践的描述与学者和学生表达的内容相比。目的是探索文件如何有助于评估实践的构成。研究表明，该大学主要要求提供有关如何进行评估和跟进的信息。学者们报告了评估实践、使用和结果方面的挑战。这些报告应该作为部门和教师级别的教育质量报告的背景。然而，在更高组织级别的报告中几乎没有来自计划报告的信息；他们主要描述了一种行之有效的评价实践。在不同层次、文件和访谈中描述学生评估实践的方式之间存在不一致。这可能会阻碍评估实践的改进，也可能有助于将学生评估理解为一种问责工具，而不是促进学习的实践。他们主要描述了一种行之有效的评价实践。在不同层次、文件和访谈中描述学生评估实践的方式之间存在不一致。这可能会阻碍评估实践的改进，也可能有助于将学生评估理解为一种问责工具，而不是促进学习的实践。他们主要描述了一种行之有效的评价实践。在不同层次、文件和访谈中描述学生评估实践的方式之间存在不一致。这可能会阻碍评估实践的改进，也可能有助于将学生评估理解为一种问责工具，而不是促进学习的实践。