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- Erickson, Gudrun, 1950
(författare)
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The Balancing Act of Assessment – Enhancing Learning and Equity
- 2016
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Ingår i: Keynote at national conference for teacher educators; University of Turku, Finland.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Assessment is an obvious aspect of education that, together with learning and teaching, creates a pedagogic and didactic trinity, which can be interpreted and described in several ways. From a theoretical point of view, there are indeed aspects of validity and reliability to address. However, it is also necessary to define and develop different methods to find out whether students are actually learning, or have learnt, what teachers are teaching, have taught – or think they have taught. Furthermore, there is an obvious need to combine the two most fundamental functions of assessment, namely its role in supporting and improving learning, as well as in contributing to fairness and quality. Much too often these functions are treated as two completely separate phenomena, frequently characterized as formative and/or summative assessment, or assessment for learning and/or of learning, respectively. In my presentation I will focus on the balancing act between the two, emphasizing common principles that need to guide the development of practices of assessment with the purpose of enhancing learning as well as equity in a broad sense – at individual, pedagogical and societal levels. I will base my reasoning on analyses of five fundamental aspects that help guide the planning and analysis of all types of assessment, namely aims, constructs, methods, agents and uses, including consequences of assessment. In this I will make some reference to international examples of guidelines for good practice and to surveys on the attitudes of learners and teachers to assessment.
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| 2. |
- Granfelt, Jonas, et al.
(författare)
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Speaking French, German and Spanish in Swedish lower secondary school – a study on attained levels of proficiency
- 2023
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Ingår i: Apples – Journal of Applied Language Studies. - 1457-9863. ; 17:2, s. 91-121
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates levels of oral proficiency in French, German and Spanish attained by Swedish speaking students in lower secondary school. A total of 122 students performed two tasks: one production task and one interaction task. The oral performances were rated using scales from the Common European Framework of Reference for Languages. The rating was done in successive steps by researchers in the project and external raters. The results show that slightly less than half of the students’ performances were rated at or above the expected proficiency level at the end of lower secondary school (A2.1). While there was no difference in rated levels between the two tasks, the performances by the students of German were significantly more often rated at or above the A2.1 level than the performances by students of French and Spanish. In the article, we discuss the results in relation to the few previous studies available on the topic, as well as some aspects of the learning conditions that might contribute to the interpretation of the results. In addition, certain structural phenomena regarding language education in Sweden are briefly considered in relation to equity at a general level.
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| 3. |
- Bardel, Camilla, 1963-, et al.
(författare)
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Offering research education for in-service language teachers
- 2017
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Ingår i: Language Teaching. - : Cambridge University Press. - 0261-4448 .- 1475-3049. ; 50:2, s. 290-293
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Since 2008, the Swedish government has launched occasional offers of funding for graduate schools aimed at practising teachers. The fundamental purpose of this initiative is to enhance quality in the Swedish school system by implementing what is stated in the Education Act, namely that education at all levels should be based upon scientific knowledge and evidence-based experience.
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| 4. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Bedömningens dubbla funktion - för lärande och likvärdighet
- 2014
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Ingår i: Lärande, skola, bildning. Lundgren, U.P; Säljö, R. & Liberg, C. (red.) 3:utg.. - Stockholm : Natur & Kultur. - 9789127136021 ; , s. 559-594
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Erickson, Gudrun, 1950
(författare)
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Large-scale Assessment of Oral Language Proficiency - A Swedish Example
- 2013
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Ingår i: Invited plenary; LukSuS Conference, University of Helsinki, Finland.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of my lecture is to describe and discuss the mandatory assessment of oral language proficiency within the national testing system in Sweden. I will base my presentation on six questions, namely Why?, What?, How?, When?, Who? & And…?, consequently, focusing initially on issues of purpose, from conceptual as well as policy-related perspectives; the notion of construct will then be discussed, i.e. what definition(s) of oral language competence underlie the construction of assessment materials and rubrics; different methods and models to elicit oral performance and to deal with rating are presented, as are some reflections on timing and sequencing; the issue of actors touched upon next refers to students as well as to raters; finally, the crucial aspects of use and consequences of oral assessment will be addressed, including current discussions and controversies in relation to the national assessment system. To round off, I will reflect briefly on the assessment of oral language proficiency in the light of good practice in general and EALTA’s Guidelines in particular.
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| 6. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Lärande och Bedömning i Språk
- 2013
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Ingår i: I Wernersson & I Gerrbo (Red), Differentieringens janusansikte. En antologi från Institutionen för pedagogik och specialpedagogik vid Göteborgs universitet. - Göteborg : University of Gothenburg. - 0436-1121. - 9789173467735 ; , s. 77-114
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
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Forskarskolan FRAM : lärare forskar i de främmande språkens didaktik
- 2021
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Ingår i: Language and Literature in Education 1: Forskarskolan FRAM – lärare forskar i de främmande språkens didaktik. - Stockholm : Stockholm University Press. - 9789176351314 - 9789176351291
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Proceedings (redaktörskap) (refereegranskat)abstract
- Under senare år har flera satsningar gjorts på forskarskolor för lärare, i syfte att bygga upp skolans kunskapsbas och öka antalet lärare i skolan med utbildning på forskarnivå.Den här bokens innehåll baseras på resultaten från den nationella forskarskolan för språklärare De främmande språkens didaktik (FRAM) som bedrevs med stöd från Vetenskapsrådet under perioden 2012-2015.Forskarskolan möjliggjorde ett unikt kunskapsutbyte mellan aktiva lärare som fann intressanta studieobjekt i sin aktuella undervisningskontext och akademins forskare som såg relevansen hos projektidéerna mot bakgrund av forskningsfältet. Denna typ av samverkan inom forskning och utbildning uppfyllde det övergripande syftet med forskarskolan. En synergieffekt var att den språkdidaktiska forskningen i Sverige fick ett viktigt tillskott av klassrumsnära forskningsprojekt inom ett brett spektrum av inriktningar. Med utgångspunkt i forskarskolans tre huvudområden, nämligen språkinlärning, digitala resurser i språkundervisningen samt språklig bedömning, utmejslades projekt bland annat om flerspråkighet, motivation, språk- och ämnesintegrerad undervisning, feedback, (sam)bedömning med mycket mera.Medverkande författare är tio lärare som forskat om lärande, undervisning och bedömning av engelska och moderna språk. Deras arbeten presenteras i separata kapitel. I inledningen ger bokens redaktörer en inblick i hur en forskarskola för lärare kan vara upplagd och hur FRAM bidragit till det expanderande och mångfacetterade forskningsfältet Språkdidaktik.
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| 8. |
- Granfeldt, Jonas, et al.
(författare)
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Muntlig språkfärdighet i främmande språk - en studie av samspelet mellan lärande, undervisning och bedömning
- 2019
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Ingår i: Vetenskapsrådet (2019). Resultatdialog 2019. - : Vetenskapsrådet. - 9789188943224 ; , s. 29-33
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- De tre stora moderna språken i svensk skola –spanska, tyska och franska –erbjuds på en majoritet av grundskolorna, men det finns regionala skillnader både vad gäller skolornas utbud och elevernas språkval. Attityderna till moderna språk är positiva bland de rektorer, lärare och elever som deltagit i vårt projekt. När det gäller elevernas motivation att lära, vilja att tala eller oro för att tala språket i klassrummet såg vi inga tydliga skillnader i de tre språken. Att fritt kunna tala och samtala på språken är en kommunikativ färdighet som eleverna behöver få mer tillfälle att utveckla.
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| 9. |
- Erickson, Gudrun, 1950
(författare)
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National Assessment in Sweden - A collaborative (ad)venture
- 2015
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Ingår i: Invited plenary; Forum Criteriorum; Finnish Matriculation Board, Helsinki, Finland.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The focus of my presentation is on a criterion referenced assessment system – geographically near, but systemically and politically quite distant and different from the Finnish system, and many others. I will be talking about the Swedish national assessment system, which has a long history and, traditionally, a high degree of acceptance at all levels. However, lately a number of issues have been raised regarding the functionality of the system, and a government-initiated, official investigation is underway. My approach will be fairly general, however with some emphasis on and examples from language testing and assessment, which is my own area of expertise. My ambition is to focus on six basic questions and to approach them from a descriptive as well as an analytic and problematizing angle. Finally, I will venture a brief look ahead, reflecting on possible – and, perhaps, impossible – scenarios for the future. The questions concern aims, constructs, methods and procedures, points in time and frequencies, agents, and uses, including consequences – hence, what may be given as answers to the questions Why, What, How, When, Who and And...? Examples of critical points to be touched upon are: • number of aims to be catered for within a single test; • the stipulated function of national tests for teachers’ final grading; • construct coverage, including types of tasks for different purposes; • standard setting; • rater training in a system where all teachers are raters; • teachers marking their own students’ tests, and • aspects of impact at individual, pedagogical and structural levels. Throughout my presentation, collaboration will serve as an overarching concept, relevant at several stages. This collaboration takes place at systemic level, not least manifested in the demands on, and official trust in, teachers who, advised by national test results, are responsible for awarding final grades, crucial for students’ further educational choices, life chances, and self esteem. In addition, the national tests are developed and analysed in a distinctly collaborative process, where different stakeholders, including students, are consulted. Furthermore, the national assessment system comprises both summative and formative materials, the latter emphasising self- and peer assessment as essential aspects of the learning and teaching process.
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| 10. |
- Erickson, Gudrun, 1950
(författare)
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Teachers Rating High-Stakes Writing
- 2015
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Ingår i: Invited plenary; Nordic Symposium on Testing and Assessing Writing; Skrivesenteret, University of Trondheim, Norway.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- My keynote presentation deals with teachers’ rating of their own students’ high-stakes tests, with particular attention paid to writing. Questions addressed concern validity and reliability in relation to the aim(s) of the assessments undertaken, as well as the role of teachers in high-stakes summative assessments. Conceptually, the presentation is based on an expanded view of validity, focusing on instruments and procedures as well as inferences, uses and consequences. In this, individual as well as pedagogical and structural aspects are taken into account. The presentation is situated in the Swedish educational system, which has a long tradition of assessment at the national level. High-stakes mandatory tests, important for students’ continued education and life chances – and for their personal and academic self-esteem – are provided alongside extensive, formatively oriented materials. There are no formal exams, but the national tests are intended to support and advise teachers in their decisions concerning individual students’ proficiency in relation to the national standards. Teachers are fully responsible for the final grading of their own students’ competences, and also for the marking of their national tests. There is a strong recommendation, although not a formal demand, that this is done in collaboration with colleagues. All results from the national tests (approx. 100,000 per cohort), as well as random samples of teacher rated tests, are collected for research purposes. My focus is on teachers’ ratings of their own students’ writing within the framework of a high-stakes national test of EFL at the end of compulsory school. In the study, 100 randomly selected, teacher-rated tests were collected, and the writing task was re-rated by three external raters. To contribute to a deeper understanding of the rating process and the results, the external raters were asked to write down their reflections on texts they found particularly complicated to rate. Contrary to common expectations, the overall ratings showed a high degree of inter-rater consistency. In addition to this, however, distinctly uneven rater profiles were identified. The individual rater comments were categorised based on the different features highlighted. In the presentation, the results from the study are also related to observations made in the continuous process of pre-testing, analysing and rating materials for future national tests. Methodological aspects as well as results and consequences of teachers rating high-stakes writing are discussed. Questions addressed concern the development of tasks and rater guidelines for national tests of EFL in Sweden, as well as rater variability and qualitative features in texts considered difficult to handle in the rating process. The results of the study are considered in relation to the fundamental question of teacher rating versus external rating of high-stakes tests. Examples are given from the Swedish context, in which the remarking of national tests by the national Schools Inspectorate has brought about discussions about reliability, validity and equity, and about the trust in teachers as raters of their own students’ tests. Finally, a short account is given of a current, politically initiated, investigation of the national assessment system at large.
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