| 10821. |
- Hildén, Raili, et al.
(författare)
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Summative assessment in principle and practice – Finnish Language teacher students speak their minds
- 2021
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Ingår i: Linguapeda2021@uef.fi.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study is a part of a research project addressing pre-service language teachers’ perceptions and conceptual understanding of summative assessment at three universities in Sweden and Finland. Summative assessment is a powerful exercise of authority and bears cogent individual and societal consequences. Therefore, both language educators and language teachers need to be “competent in the principles and practice of language assessment” (Harding & Kremmel, 2016) and to “demonstrate the knowledge and skills required to coherently align classroom and large-scale assessment” (Pastore & Andrade, 2019). The construct of summative assessment literacy (SAL) thus incorporates knowledge, practice and dispositions and draws on established theoretical concepts (e.g. validity) (Bachman & Palmer, 2010). The specific research questions are 1) How Finnish teacher students express the difference between summative and formative assessments? 2) What constitutes a language test in terms of multiple dimensions of validity? The data were collected during 2019-2020 through three open-ended questions in an online survey (N=39) and semi-structured, in-depth interviews (N=5). The data were analysed with theory-driven content analysis using AtlasTi/NVivo software. The initial results indicate that pre-service teachers have a praxeological and cognitive understanding of assessment of the distinctive features and differences between formative and summative assessment. The knowledge tends somewhat superficial, yet, and conceptions of practical implementation of validity remain vague and partly controversial. The results deepen our understanding of pre-service teachers’ summative assessment literacy and enable us to develop the assessment components of language teacher education.
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| 10822. |
- Hilden, Raili, et al.
(författare)
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What counts in grading – mapping pre-service teachers´ grading literacy
- 2022
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Ingår i: EALTA (European Association for Language Testing and Assessment) Conference 2022. - Budapest : EALTA (European Association for Language Testing and Assessment).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The objective of this study is to explore pre-service language teachers´ construct of grading literacy during their pedagogical studies and immediately after. We map pre-service language teachers´ grading literacy conceptualised by a flow model of decision-making. The research questions address perceptions of the multiple components, more specifically the assessment evidence base of a grade. The data comprise survey responses (n=131) and interview data (n= 26) from three universities, one in Finland and two in Sweden. The most frequently attended grading evidence comprises written and oral tests. Universities differ with regard to the perceived importance of attendance, engagement in-class, in-class effort, attitude and homework. With respect to the factorial structure, variables incorporating process and disposition aspects provided the strongest explanatory force. The interview responses confirm pre-service teachers´ high awareness of the complex nature of grading and the responsibility attached to the endeavor. They also acknowledge the presence of social and cultural determinants framing teacher decision-making, as well as the impact of personal preferences and dispositions. Based on the findings we propose recommendations for teacher education.
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| 10823. |
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| 10824. |
- Hillén, Sandra, 1977
(författare)
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Children as competent co-researchers. Exploring potentials and complications
- 2012
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Ingår i: Making Sense of Consumption, 2nd Nordic Conference on Consumer Research, May 30 - June 1, 2012 Gothenburg, Sweden.
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Konferensbidrag (refereegranskat)abstract
- Taking the starting point in theories on children as competent, in carrying out research and as rational consumers (James, Jenks & Prout 1998/2002, Buckingham 2011), this paper examines what a competent child is and whether it’s a theoretical concept that enriches the analysis of children as co-researchers, or if it is a pitfall. Adequate examples will be presented from a study about children's research on food, and situations and events where children's different competences are illustrated will be discussed. Could it be the case that competent means a number of things?
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| 10825. |
- Hillén, Sandra, 1977
(författare)
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Children, place-making and democratic engagement.
- 2018
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Ingår i: AESOP 2018 ABSTRACT BOOK.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The presentation takes its departure in a research project situated in one of the suburbs of Gothenburg that have been pointed out as one of the particularly exposed urban areas of Sweden. Alongside a one-sided picture in the media of the community linked to problematic issues as segregation, exclusion and alienation, there is an aspiring grass root-movement that, with the support from the civic society, addresses questions about community development and democracy. In “Children as Co-creators of the Urban Space” researchers from the University of Gothenburg and Chalmers work in close cooperation with a local school. The aim is to find ways for a continuous dialogue between pupils and planners in urban development, and to make city planning part of the school's regular education. The methodological tools involve ICT-tools, participatory action research approaches, traditional ethnological methods as well as the use of democratic tools offered by the city. How can this type of spatial agency amongst young people be used in a way that enforce civic engagement? And how can this place-making processes be linked to democratic engagement, empowerment and make hope for the future?
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| 10826. |
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| 10827. |
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| 10828. |
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| 10829. |
- Hillman, Thomas, 1978, et al.
(författare)
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Choosing and using instructional videos
- 2018
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Ingår i: VALS - ASLA: A Video Turn in Linguistics? Methodologie – Analisi – Applications, 6-8 June, Basel.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Online instructional videos quickly have become a widespread pedagogic phenomenon. There are now literally millions of videos available online providing step-by-step instructions on various practical skills such as how to change a bike tire, set up a router, repair a hole in drywall and so on. This presentation reports on part of a larger research project investigating how people learn practical skills in non-institutional, everyday environments through the use of video. While the full study involves addressing how people use these videos in situated contexts, we present here on the first phase of the study, in which we analyse instructional videos themselves as organisational phenomena. Instructional videos are specifically designed for the learning of skills and the accomplishment of practical tasks. These videos offer a large, analytically accessible, corpus of orderly showing and tellings. In an important sense, the people featured in these videos are not just doing things, they are showing what to do and how to do it. Further, in the majority of cases, the showing is supplemented with verbal descriptions – that is, the instructors are not just showing how things are done but also describing what they are doing or what should be done. However, the showing of an activity and the description of that showing possess inherently different temporalities (Keevallik, 2015). Therefore, in order to make their actions intelligible and followable as a form of instruction, instructors must finely coordinate their showing and their telling. With a few exceptions, the coordination of telling and showing is a constitutive feature of all the online tutorials we have looked at closely. In his book Sequence Organization in Interaction, Schegloff (2007) writes about turn-taking, action-formation, sequence organization and repair, inter alia, as generic organizations of practice that deal with various problems arising in talk-in-interaction. Although our concerns apply to instructional demonstrations and not to talk-in-interaction more generally, we believe that it is worthwhile to think about the coordination of “telling” and “showing” as a generic problem that instructors orient to in producing intelligible and followable demonstrations. Drawing on a corpus of 114 YouTube instructional videos, we explicate a set of practices instructors use to coordinate telling and showing. We show that members establish coherence of instruction by 1) ordering telling and showing components into synchronous organizations using various methods of delaying, suspending, extending or repeating a telling or showing component; and 2) ordering telling and showing components into sequential organizations using talk to project, retrospect, or bracket conduct. Further, we highlight how these coordinated arrangements of talk and conduct are not only achieved at the original moment of production, but can also be accomplished through post-production editing techniques. We conclude with some remarks on the challenge and opportunities of analysing produced participant recorded video data.
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| 10830. |
- Hillman, Thomas, 1978, et al.
(författare)
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Considering external resource use in forum discussions as an indicator of citizen scientist learning
- 2016
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Ingår i: European Citizen Science Association Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this presentation, we address the challenge of identifying learning in citizen science projects by examining the activity of volunteer participants in Galaxy Zoo. This project represents a style of citizen science where participants classify images using a simple protocol. Since this activity has limited interactional possibilities, it is difficult to identify learning by examining it. Instead, we examine interactions on an online forum formed in relation to the classification activity. Working from the Vygotskian (1978) notion that learning is a process of appropriating cultural tools, we examined the use of online resources external to Galaxy Zoo in forum posts over time. Using over 30,000 posts, we plotted external resource use trajectories for participants with more than 50 posts. Based on date of first post, we examined the trajectories of new participants in relation to those of already established members. For new participants, already active amateur astronomers could be discerned from those with little experience. This distinction was confirmed through the posts that new participants make where they often provide self-evaluations. The trajectories of active astronomer new participants tend to exhibit heavy use of external resources in early posts followed by a reduction. Those of non-astronomer new participants who later become established members tend to exhibit a gradual increase. When examining the external resource use of non-astronomer new participants in the context of the forum threads in which they are posted, shifts in type and usage along the trajectories are also discernable. Shifts in the type of resources from popular media to scientific are visible along with shifts in usage from asking for guidance and curating online content to formulating arguments and guiding other members. Such shifts in type and usage combined with rising trajectories of use indicate the appropriation of cultural tools and the development of astronomy literacy.
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