Maintaining quality assessment practices in Norwegian higher education after the two-evaluator law
Journal article, Peer reviewed
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Original versionNordic Journal of STEM Education. 2022, 6 (1), 41-59. 10.5324/njsteme.v6i1.4873
In May 2021, the Norwegian parliament voted unanimously to again require the use of two evaluators to assess all student work given a grade on the A-F scale in higher education. This revision of the law regulating higher education marks a return to a rule that had been rescinded with the Quality Reform of 2001, and has the potential to lead to a cascade of negative consequences for the quality of practices in STEM higher education. We first provide an overview of the problem, and then offer practical, constructive, and evidence-based suggestions for how instructors can meet these requirements while still offering students opportunities to gain formative feedback, to engage in deep and meaningful learning, and be assessed in ways that are aligned with the intended learning outcomes of the course. These recommendations are certainly not exclusive to a STEM learning context, but two of us (CJ and SC) are STEM educators and bring that perspective to this work.