in Christmas asked one of the teachers at Konsbakken vgs who I was and gave all the uninitiated know about it . The reason was that I had asked serious questions about the effort the school had been granted. The reason for the application was a Application to reduce the burden right for Norwegian teachers, as a department chairman had presented the article just before Christmas NORLYS.
my post 23.12. object to the Northern Lights-Chronicle, fell Sonja Arnesen heavy for your chest. The article to the department chairman at Kongsbakken generated debate, and aggressively went ho me in the face. I noted that the school had not sufficiently looked into the rules for trials, and that the experiment was formally approved well into the school year. She also disliked that I characterized the flow of information as poor. The school has, for instance, not given parents the opportunity to choose if they do not want to be involved in their mail submitted a letter of 1 November 2010. (Note the date!) test is a "fait accompli ". It is normal to ask parents to return a reply slip which they respond if they want the pupils to have all three Norwegian-marks or not. On Kongsbakken, one is not done it.
As the father of a son in the first year of secondary school, I have an interest in what the school is doing, because such "attempts" is transmitted to other schools. Kongsbakken their "attempt" is the example taken from Fana, and the ongoing campaigns including on Facebook where individuals will have a character in Norwegian law because the burden is so great.
school should not live their own anonymous life, without influence from the rest of society. It was just what was the point of division leader's chronicle of the case, and there is meaning in my post. Nynorsk team will participate in public debate as everyone else.
We have also followed similar experiments with Argus eyes, because they hide in many cases campaigns against nynorsk writing instruction in school. We believe the Norwegian subject not to be lacking Nynorsk konstatererer that attempts Revetal and Bugården Mosvik in Vestfold and Nord-Trøndelag has the goal of it. These cases have also involved other ( http://www.nynorsklaget.no/UserFiles/File/Nynorsken% 20til% 20livs% 20the% 20forsk% 20med% 20fritak.pdf ). Among other things, the minister Clemet, Djupedal, Solhjell and now last Halvorsen, all have had to pertains to them. Kongsbakken will now associate mad second schools that have serious so-called "test". Our report also shows examples of other attempts in the secondary schools of dubious nature.
In December, Trine Skei Grande a question in Parliament about Kongsbakken experiment. Halvorsen Minister stressed in its response to King Hill, that "[E] Levene must get thorough information about the scheme and it should be voluntary." When the case is coming to the Parliament we hope they will also abreast of what Kongsbakken do.
Our investigations have also shown that such tests are not evaluated or missing quarters only reports and evaluations. Evaluation is also not wanted by those responsible and the Directorate of Education has not imposed the national evaluation, and does not intend to do so. It makes us worried. When Kongsbakken have been allowed to start the experiment without his custom evaluations, there is reason to question the value of it. Kongsbakken has not told who is to evaluate, at what point it will happen and how a plan that will provide new knowledge about how students will be better to write both the Norwegian-Bokmal and Nynorsk. Try without clear goals is in our view, without value.
After Kongsbakken its involvement in the matter so far should one believe that they have already decided that the "experiment" is successful.
Parents should also be worried about character set preview in Norwegian for their son / daughter. In what way will a brief students on how is the way in different parts of the subject in order to make visible development in oral, nynorsk and bokmål? Those failing the parts of the subject, the iron in the whole subject, and must take it all over again. This is a direct nuisance pupils will be able to get. With a normal regime will be able to stand in oral and bokmål about an item in Norwegian.
The most important objection is that our number of assessed written assignments will be reduced, and it was apparently meaning since no one will "produce as much character grounds", as it has been writing from Kongsbakken. Behind the attempt is there a desire for less correction. This is in conflict with pupils' needs for more training in writing as measured by grade. In normal arrangement they would have more Writing. It is sikraste matter to follow the scheme with three karakerar, because it sets the student best able to meet grade and examination requirements for final examinations in Norwegian.
0 comments:
Post a Comment