摘要：In this study data from verbal protocols and semi-structured interviews was analysed to explore Norwegian EFL teacher raters’ (n=10) orientations towards content in an oral English exam at the upper secondary school level, a context characterized by the absence of a common rating scale for the teacher raters. The content construct was mainly analysed in terms a subject matter dimension and a skills and processes dimension. The results indicated that the teachers were more concerned with the skills and processes dimension (e.g. analysis, reflection) than with the subject matter dimension (e.g. cultural knowledge). Moreover, their understanding of subject matter compared fairly well with the subject curriculum, despite instances of construct underrepresentation. The study points to the prominence of guidance for teacher raters in the assessment of content and to the significance of alerting students to the importance of higher-order thinking skills in language education at this level.
