Vår verden - vårt klasserom : om planlegging og gjennomføring av vurdering og feltarbeid i nærmiljøet
MetadataShow full item record
- Institutt for geografi 
The main goal in this study is how to plan and conduct fieldwork and student evaluation at the same time. Fieldwork has an essential place in studying and teaching geography. This method is an advantage in teaching, by providing first hand research and experiences to the researcher. Teaching outside of the classroom can both be an element of variety in education, and a challenge to pull through. At universities and high schools fieldwork are directed towards certain goals from the curriculum. At lower educational levels there is also focus on social skills and elements of playtime and joy, when conducting “outside teaching”. Fieldwork traditionally follows a linear pattern, as preparing in class, conducting the fieldwork, and final processing at the classroom. Evaluation is an important element in the students’ education, because it tells what the student knows and has learned. Evaluation can be divided into formative and summative evaluation, where formative is evaluation during and summative is evaluation after a learning period. This study includes a critical presentation on how to plan, conduct and evaluate fieldwork in the 9.th and 10.th grade, with students 14-16 years old. The subject and theme for the period the teaching took place, where cultural landscape in the local neighborhood. Different methods used in the teaching before, during and after the fieldwork are essential to the final result. It shows in which way the student uses the new knowledge in a final product, through grading and evaluation. What to evaluate and ways to do it are discussed up against theory and experience gained conducting the research for this study. Observation, interviews and question surveys after the research period provides an insight to the student response and showed that the students liked this teaching method. Students liked working outside and doing fieldwork. Many of the students involved in this research adapted well to the concept of multiple correct and subjectively answers. The final result implied the fieldwork had been useful to a majority of the involved students. However doing fieldwork and evaluation at the same time provides quite challenging, and the ways evaluation and field methods are conducting can affect each other negatively. This dilemma is further discussed with evaluation and didactical theory.