NOThe article discusses concerns raised by three education directors from western counties regarding the current grading and examination system in upper secondary schools in Norway. They argue that the fear of cheating using artificial intelligence (AI) has led to restrictions on accessing common sources, making it difficult to assess students' true competencies. The directors criticize the existing system for not aligning with modern educational goals, particularly in digital literacy and critical thinking. They suggest the need for a new evaluation system that better reflects the skills valued in today’s society. The article highlights tensions between teachers’ roles as both mentors and evaluators, noting that this dynamic has changed significantly over time. While acknowledging that the directors’ concerns may not all be valid, the article emphasizes the importance of discussing their proposals, especially given the government’s push for greater digital integration in education.
Bias read (Center): While the article raises concerns about the current grading system and suggests reforms, it does not take a clear ideological stance. It presents the arguments of the education directors without overtly endorsing or criticizing them, and it acknowledges potential limitations in their proposals. The
