How does the system evaluate students? What are the benefits and limitations of these measurements?

Based on my personal experience from when I attended high school in the mid to late 2000s, our education system used a numerical grading scale from 1 to 6, with 1 being the lowest and 6 being the highest. This system ensured that education was accessible to everyone. For instance, students with learning disabilities, such as dyslexia, were allowed to use computers to simplify the writing process in literature classes. Special programs were also available for students with more severe learning disabilities, while all other students were graded on an equal footing. Norway’s education system is very inclusive and places a strong emphasis on student welfare. I’m not sure how much this has changed over the past 15 years, but based on what I’ve heard and seen, most—if not all—students now use a computer for every subject today.

How would I improve it and measure it in a way so it focuses on the quality of individuals’ educational experience rather than just test scores?

This grade measurement system has created stressful situations that can become an obstacle for motivation, great class environment, and teaching. Giving grades can be emotionally tough. I personally support the idea of a system focusing on these aspects:

  • Both theoretical and practical knowledge.
  • A better balance between grading and non-grading—in other words, downplaying grading when it seems sensible.
  • The subject matter itself.
  • Consideration of students’ economic backgrounds.
  • The form of the grades and comments, and what they actually communicate.

There is no one-size-fits-all solution, but these factors are what I would rely on in this situation and improve it.

Current model
Exams Grades Higher education
One path, one measurement.
Alternative model
Knowledge Practical skills Collaboration Problem‑solving Communication
Holistic assessment
One measurement, or many kinds of mastery

Conclusion

Grades prove to be useful, but I do not think this kind of measurement should be the absolute decisive factor for great success in school. A modern educational system should not only evaluate students by what they remember, but also how they apply knowledge, collaborate and handle challenges in the real world.