Any remedy allowed in new examination structure. "Open book"-exams.

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The modern 16-year olds solve the examination questions as they would have solved problems in their everyday life. This arrangement is received with enthusiasm both by teachers and pupils, according to a survey made in 1997. Besides, the pupils get used to the working methods of general business condition as they use IT as a tool, as the examination must be delivered as print-outs.

Forbrukerrådet Publisert: 02.02.2000 12:00

Focus on the financial problems of everyday life

Economics and Information Processing is a compulsory subject for approx. half of the pupils in the upper secondary school. The teachers are frequently met with 16 year old pupils who are accustomed to believe that there is a right answer to every question. They do not give much thought to the possible use outside the educational situation, which is why the education is based on situations connected to everyday financial relations or actions at home, in committees or industries.

By taking active part in solving of problems, the pupils will develop skills that may be used in everyday life and will also build up preparedness for action in accordance with a community in rapid development. The tool for solving the problems is IKT, which will put new demands on educational environment, working methods and creation of tasks.

«Open book» exams - a useful valuation tool

The day before the actual exam takes place, the pupils will receive a resource folder containing subject, problems and information they will be confronted with the next day. Team-work is a condition during the preparation. This will facilitate the work of finding problems and possible solutions, and will probably encourage the pupils to share their knowledge with others. The resource folder aims at taking the pupils through following phases:

1. Analyses of the situation - Which technical problems and challenges may be of current interest?
2. Valuation of the situation - What do we already know about this? Do we have sufficient information and resources to solve the problems?
3. Problem solving activities. We aquire necessary knowledge and resources to meet the challenges.

This seems to be in accordance with the first phases of an authentic problem solving, as we see it in everyday life. Communication and cooperation are in the centre on the preparation day. This is not allowed during the exams the next day, apart from that, all remedies are allowed.

The exam in December 1997 shows how «Open book» examination operates in practice:

The pupils' qualifications are tested through solving of problems and challenges that Inger (25) is confronted with in her everyday life. The first task is derived from personal finance and refers to the problems that arise when Inger's live-in boyfriend moves out. The next task refers to a profitability analysis of a IT-course she is responsible for at her work. The basis for the last task is an assignment Inger gets as a member of an environmental organisation.

The day of preparation.

The break between Inger and her boy-friend leads to great financial changes for Inger. The resource folder notifies the pupils that they ought to draw up and interpret the accounts for the last month she lives with her boy-friend. They should also visualise that considering the new situation it would be senisble to draw up a budget. As the couple has several loans, the pupils should be prepared to calculate loans.

A summary of official rates, Inger's time sheet and other notes point out that the pupils should be prepared to figure out wages and other allowances she is entitled to.

Texts illustrating two important approaches to problems connected with environmental protection have been put in. Inger is engaged on behalf of National Trust. Consequently it is natural that the pupils should find out this organisation's attitude towards the problems, e.g. through direct contact, searching on Internet or finding articles at the library.

In this example the pupils shall use autentic information as the official scale of travels, information from the Ministry of Environment and the National Trust. The information shall be fetched, adapted and stored in a sensible way. It is a condition that the pupils use their own diskettes, that may also contain calculating sheets models and other information. This will give basis for further examination work the next day.

Exam and evaluation

At this exam the pupils' skill in working with the resource folder, shall be of essential importance for solving of the examination questions. In the central guidelines for the exam, it is said that there must be no doubt that the candidates' achivements reflect their own level of competence. For this reason the preparatory work cannot conclude in readymade solutions that may be handed in as a part of the answer paper.

The framing of the examination papers admits little doubt about the handling of the problem approaches and tasks. Basic skills in finance and IT are required, but it is also necessary that the knowledge may be used in in relevant everyday situations. Cencor's guidance and evaluation sheet signal a larger extent of emphasis on learning at a higher level of the learning scale (skill to make use of knowledge, analysing problems, to see connections and ability to evaluate).

The shaping of «open book» exams offers challenges. The formulation of the tasks must not invite to uncritical reproduction of information from text books or other sources. To find the right information may be important, but if it is not valuated, adapted and rightly used, this is of little importance.

Gradually Internet has become more and more important as source of information, and as a tool for communication and cooperation. Since the start the subject has had its own pages on the School net. It has been considered important to adapt resources which will contribute to making the work with the subject easier, or contribute to increase the pupils' learning profit. The most popular menues chosen are material on exams, project work, learning resources and tasks. A comprehensible link collection which is updated several times a year is available. The Consumer Council and SIFO (National Institute for Consumer Research) have arranged many useful resources for the subject on their home sites. This specially applies to information about consumers' rights, electronic standard contracts and SIFO's standard budget. These resources are important when the pupils want to find more knowledgde for their work with the resource folder.

Experience and challenges

The results of the nationwide survey made by the secretariat of exams in spring 1997, show that teachers and pupils on the whole are satisfied or very satisfied with the arrangement «Open book» exam.

To intergrate IKT in a learning envireonment presuppose that the pupils are able to find learning resources on the school network, i.g. the subject log, calculating sheets, training files and standard contracts. This require a great deal of teachers' arrangement and more productive and responsible pupils as the pupil's part is extended. They shall learn working methods that may be used for work and in everyday life.

Evaluation based on tests during the year shall stimulate to learning and encourage the pupils to develop basic skill and confidence towards important notions and relations in the subject. Conseuqently there will be arranged tests during the year where use of text books, educating notes etc. is not allowed. In addition it is vital that the pupils get sufficient experience during the year, especially at the term exams.

For more information, please contact:
Nils A. Holme,
Fredrik II Videregående skole1
P.o. Box 523 Vestre Glemmen
N-1612 Fredrikstad.
Tel: +00 69 36 64 00
e- mail: nholme@online.no