Assessment, Measurement and Evaluation
Measurement is the cornerstone of science and evidence-based practice. In the social sciences, we face the challenge of measuring human behavior, thoughts, opinions, learning, performance, and so much more. This is not an easy task and therefore proper measurement methodology and measurement instruments are crucial. A focus on evaluating the two key quality criteria for measurement instruments – reliability & validity – runs as a leading thread throughout the master programme.
• Reliability concerns the extent to which we can depend on the instrument to be reproducible and provide consistent information under similar conditions.
• Validity concerns the extent to which the evidence supports the proposed interpretation and uses of the instrument.
Assessment refers to a wide variety of methods and measurement tools used for multiple purposes:
• Assessment of learning involves measurement of learning and achievement against set standards. It can happen on the individual, institutional or system level and often ends up producing a summary of performance in terms of score, rank or grade, for example used in selection and admission decisions or for monitoring purposes.
• Assessment for learning involves gathering evidence about individuals' knowledge, understanding, and skills, throughout the teaching and learning process to inform instruction practices. It usually has a more formative nature as the focus is often on developing effective instruction and providing diagnostic feedback to individuals.
• Assessment as learning involves individuals actively monitoring their own learning and using a range of strategies (e.g., peer and self-assessment and reflection) to decide what they know and can do and what they need to learn next. This is an approach often taken by autonomous learning technology programs
"One of the great mistakes is to judge policies and programs by their intentions rather than their results" - Milton Friedman
Data on these types of assessments can be and are systematically collected, analysed, and used to evaluate the effectiveness and efficiency of various interventions, policy changes, programs, and project innovations in education and business alike. The types of assessments span the whole spectrum, from small-scale diagnostic or in-class tests to on-the-job assessment centers, university admission tests, government job recruiting exams, large-scale national standardized examinations, or international surveys that compare different countries.
As assessments and evaluations have become essential in evidence-based education and business, there is a growing demand from both public and private sectors for professionals that bridge the field of academic research and professional practice when working with assessments and evaluations that drive evidence-based decision making. Highly specialized training is necessary for soundly developing, administering, analysing, and reporting the results from any assessment or evaluation.
International and Actively Connected
This master's programme brings together students, teachers, and partner organisations from across the world.
• Courses are taught in English
• The academic staff come from many different countries across all continents. This allows us to give you a Norwegian, a Nordic, and an international perspective on assessment, measurement and evaluation.
• Through the overarching research centre CEMO, this academic programme connects with activities, applications, and partner organizations in government & industry. For some master's students, it will be possible to collaborate with one of these partners while writing your thesis.