This presentation reports part of an ongoing project at the Sogn and Fjordane University College funded by the Norwegian Research Council. The aim of the project is to examine students’ experiences with the transition from primary to secondary school, and between first and second year in secondary school. An important issue is to investigate how portfolio assessment can be supportive for making choices and motivate for lifelong learning. The comprehensive research project focuses on how students are prepared to choose programmes in secondary schools and prepare for choosing a future profession through the subject “Elective programme subjects” (Programfag til valg). This new programme was introduced in primary schools together with the curricula reform “Knowledge Promotion” in 2006. The main aim is to prevent mistakes and dropouts, and help the students make a good choice. In the current study we examine how formative assessment influences students’ beliefs and plans for further education, and to what extent assessment, through digital portfolios, enhances consciousness about further education (Klenowski, 2002; Black & William, 2006; Harlen, 2006). We investigate how assessment in digital portfolios can support the learning process and the processes of decision making/ making. We try to identify some consequences of teachers’ supportive assessment and the students’ experiences with assessment for learning. The study will follow students choosing vocational education programmes. We are using both qualitative and quantitative methods in the study. A questionnaire was sent to 90 students in 3 different schools in their last term in primary school (age 15). The preliminary findings show variations in the students’ interest, motivation and consciousness about the choices they are about to make. When asked what kind of assessment encourages further work and how this can stimulate the learning processes, the students valuate the written comments on their work highly. Together with oral response in assessment, this direct and personal response on their work gives the students improved self-esteem and belief in their capability of learning (Harlen, 2006; Gibbs & Simpson, 2005). The written and oral assessment is mainly related to practical activities in vocational subjects, not theoretical subjects like science, languages and so on. It seems also that this type of assessment is important to the students in order to motivate and create interest for schoolwork. (Hidi & Renningar, 2006). However, even if the students seem to be motivated for vocational education and practical activities, some students put effort into the more theoretical subjects. In order to be admitted to vocational education, good marks in the theoretical subjects are required, in which the students are not particularly interested. The students spend most of their time on these subjects in their last year in primary school, whereas their interest is inspired through, for many of them, the subject preparing them for vocational studies. The findings indicate an instrumental approach to learning which challenges assessment for learning. This indicates some interesting challenges due to motivation and teachers’ assessment practices. How can we strengthen interest in vocational studies when the main focus is on theoretical subjects, in which the students are not interested? Moreover, how can we stimulate interest in practical subjects when these are not prioritized in the Norwegian school context? How can formative assessment help the students to develop self-esteem, knowledge, visions and intrinsic motivation for further education? And how are all these challenges delt with while using portfolio in the formative assessment? These questions will be followed up by action research in schools and longitudinal study.

Quantitative methods: Questionary to students in their last year in primary school Qualitiave methods: Longitudianal study of 4 students in the transition period from primary school to secondary school Action research in 5 schools (primary and secondary) focusing on using digital portfolio in formative assessment

The aim of the procejct is to examine the students experiences with the transition from primary to secondary school, and how portfolio assessment in elective programme subject can motivate for lifelong learning. The questions from the preliminary findings (presented in the proposal information) will be followed up by action research and longitudinal studies.