12.1 Understanding Exam Requirements
Learn about exam formats and assessment criteria.
40 min
6 oppgaver
Exam formatAssessment criteriaGrading
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Exam Overview
Understanding what's expected helps you prepare effectively.
Assessment in English VG1:
- Overall achievement grade (standpunkt)
- Possible exam (written or oral)
- Based on competence goals in the curriculum
What Examiners Look For:
- Communication ability
- Language accuracy
- Content and reflection
- Ability to use sources
Grade Characteristics
Grade 6 (Excellent):
- Communicates clearly and effectively
- Rich, varied vocabulary
- Few errors that don't impede understanding
- Deep reflection and analysis
- Uses sources critically
- Communicates clearly and effectively
- Rich, varied vocabulary
- Few errors that don't impede understanding
- Deep reflection and analysis
- Uses sources critically
Grade 4 (Good):
- Communicates clearly
- Adequate vocabulary
- Some errors but understandable
- Shows reflection and some analysis
- Uses sources appropriately
Grade 2 (Adequate):
- Communication sometimes unclear
- Limited vocabulary
- Errors sometimes impede understanding
- Limited reflection
- Basic use of sources
Key Point: It's about overall competence, not perfection!
📝Oppgave 1
Self-assessment: Rate yourself (1-6) on these criteria and identify areas to improve:
a
Written communication
b
Oral communication
c
Reading comprehension
d
Cultural knowledge
📝Oppgave 2
Study the grade characteristics for grades 2, 4, and 6 described above. Write a short paragraph (100-150 words) explaining in your own words what distinguishes a grade 6 performance from a grade 4 performance in English.
📝Oppgave 3
Look at the competence goals for English VG1 in the LK20 curriculum. Choose three competence goals you feel most confident about and three you feel least confident about. For each of the three weakest areas, describe one concrete action you can take to improve.
📝Oppgave 4
Imagine you are an examiner assessing an English VG1 student. Read the following short text and assign a grade (2-6) with a brief justification:
"Social media is very popular today. Many teenagers use it every day. It can be good because you can talk to friends. But it can also be bad because some people are mean online. I think social media is both good and bad."
📝Oppgave 5
Create a personal exam preparation plan. First, review all 12 sections of this textbook. Then write a structured document (300-400 words) that includes: (a) your overall strengths and weaknesses in English, (b) a prioritised list of topics to review, (c) specific practice activities for each priority area, and (d) a realistic timeline for the weeks before the exam.
📝Oppgave 6
Discuss the following question in a well-structured text (300-500 words): "Is it possible to measure language competence fairly through exams? What are the strengths and limitations of written and oral exams as ways of assessing English skills?" Use examples and reflections from your own experience.
Summary
In this chapter you have learned:
- Assessment criteria: English VG1 is assessed on communication ability, language accuracy, content and reflection, and use of sources
- Grade characteristics: The difference between grade levels lies in vocabulary range, depth of reflection, grammatical accuracy, and critical thinking
- Competence goals: The LK20 curriculum specifies 17 competence goals covering communication, language, literature, sources, culture, and society
- Self-assessment: Honest evaluation of your own strengths and weaknesses is the first step toward effective exam preparation
Key Concepts
| Concept | Explanation |
|---|---|
| Standpunkt | Overall achievement grade based on the full year's work |
| Kompetansemål | Competence goals from the national curriculum (LK20) |
| Kjennetegn på måloppnåelse | Grade characteristics describing what each level looks like |
| Egenvurdering | Self-assessment of your own skills and progress |
Sources
- UDIR (2020). Læreplan i engelsk (ENG01-04). Utdanningsdirektoratet. https://www.udir.no/lk20/eng01-04
- UDIR (2020). Kjennetegn på måloppnåelse – engelsk. Utdanningsdirektoratet.
- Council of Europe (2020). Common European Framework of Reference for Languages (CEFR). Council of Europe Publishing.
- Burner, T. & Carlsen, C. (2022). Teaching and Learning English in Norway. Universitetsforlaget.