One of my favorite parts of our Bergen trip was catching up with some of the other Fulbrighters in town. We managed to meet up with both Kyle and Abby at an excellent Ethiopian restaurant called Selam. If you happen to be searching for spicy food in Norway this is definitely a good option.
Abby is my ETA counterpart in Bergen so I was really excited to see her and compare ETA notes. The first thing I asked her was whether her students were also really quiet. Lud and I had talked about this when I was in Oslo and we’ve both found it difficult to get students to participate. Abby confirmed that she’s experienced the same thing and said that it was really different for her in comparison to her last school. Abby was based at a KIPP school when she was working with Teach for America (TFA), and she said that in KIPP schools students either raise their hands or are punished. In short, she went from a school system where there was no shortage of hands in the air to one where generally only the know-it-alls and Hermione Grangers of the world raise their hands.
We also had to laugh when we realized how similar our schools’ curriculums were. We must both be in an International English class because our students cover the exact same materials, even down to the same movies.
Abby also had a one observation that I found particularly striking. Through her grading experiences at the university and upper secondary school, Abby doesn’t necessarily think that upper secondary schools adequately prepare their students to pass university classes. Even though Abby is working at the second best school in the city, Abby was telling me that the grading system is very flexible and thus it doesn’t necessarily prepare students for the university’s harsher standards. I’ve done grading for NTNU but have yet to do much for Byåsen. Additionally, the majority of my students are international students so it’s hard for me to accurately say if things are similar in Trondheim.
Like Abby pointed out, I have also noticed that grades seem to be pretty flexible, and there is not always a clear rubric that dictates what sort of grades students should receive. At a university level, all of the assignments that I’ve had to grade have only given me three real grading options (pass, fail, fail pending improvement). This can make it a bit more difficult to grade since the bar for a pass is much lower in a pass/fail system. In my opinion this isn’t a good thing because it doesn’t give students a good idea of how well they did or how much they still have left to improve.
Overall, Abby and I have found the grading and feedback system in Norway to be very different from the one in the United States. In the United States, high school students are constantly given assignments and feedback. In contrast to this, I think that my International English students have only had two major assignments this past semester. Also, from what I can tell, homework is never work that is turned in and graded.
American university students also tend to be given more feedback than ones in Norway. In Norway, it’s not uncommon to have a grade be almost completely based on the one final exam.
But, both of us have really enjoyed our time teaching. It’s been interesting working in the Norwegian school system and I can’t wait to see what the spring will bring.