Vurdering av praktiske eksamener i drama og teater

Abstract

This article examines evaluations of practical exams in drama and theatre. It looks for indicators of what has worked and not worked, in terms of the students’ understanding and further learning potential. In an analysis of challenges in the exam situation, overarching devices and frameworks are discussed, along with the importance of holistic versus analytical assessment, and alignment of the course design. Furthermore, the oral examination is discussed based on different types of feedback. Key findings in this article are that the course must have a very good match between learning objectives, learning activities and assessment methods, and that this may be particularly important in ensuring a good practical exam. The criteria should contain an element of holistic assessment, but should be based on analytical categories for the assessment to be considered fair. This also guarantees greater understanding and greater learning effect. Besides, the oral exam should provide clear criteria-based feedback to ensure understanding, but should also contain elements that ensure motivation. Both constructive and level-based feedback provide useful contributions to the students’ learning process.