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- Erickson, Gudrun, 1950, et al.
(författare)
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Lärares synpunkter på ämnet Moderna språk – en rapport från projektet TAL
- 2018
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Ingår i: LMS Lingua. - 0023-6330. ; 2018:2, s. 8-12
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Ämnet Moderna språk i grundskolan är på flera sätt unikt, eftersom det dels innefattar ett antal olika språk, dels är frivilligt för eleverna. Det senare är en sedan länge omdiskuterad fråga såväl policymässigt som pedagogiskt och individrelaterat. Frågan har genom åren också blivit föremål för mycket uppmärksamhet medialt, inte minst på grund av att ca 20 % av eleverna aldrig påbörjar ämnet och att mer än 30 % lämnar grundskolan utan betyg, många efter avhopp (Tholin & Lindqvist, 2009; Skolinspektionen, 2010). Trots olika typer av åtgärder, har inga större förändringar skett under senare decennier, vare sig vad gäller andelen som påbörjar eller hoppar av sitt moderna språk (Tholin, 2017). Sedan 2016 studeras ämnet Moderna språk i ett omfattande forskningsprojekt, TAL, stött av Vetenskapsrådet och i samverkan mellan universiteten i Lund, Göteborg och Stockholm (Granfeldt, Bardel, Erickson, Sayehli, Ågren och Österberg, 2016). I projektet arbetar vi bland annat med enkäter till skolledare, lärare och elever, intervjuer och samtal samt vissa kunskapsuppgifter till elever, inte minst med fokus på muntlig språkfärdighet. Denna artikel är en första, kort och preliminär rapportering av några resultat från den omfattande enkät till lärare som ingår i projektet.
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- Little, David, et al.
(författare)
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Learner Identity, Learner Agency, and the Assessment of Language Proficiency: Some Reflections Prompted by the Common European Framework of Reference for Languages
- 2015
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Ingår i: Annual Review of Applied Linguistics. - 0267-1905. ; 35, s. 120-139
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Tidskriftsartikel (refereegranskat)abstract
- This article starts from the assumption that education is a process of “people shaping” designed to help learners extend and perhaps in some ways modify their identity while exploiting and developing their agency. This view is harmonious with the approach to language education that the Council of Europe has developed since the 1970s, and especially with its early commitment to learner autonomy and self-assessment. The approach adopted by the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) to the description of language proficiency clearly implicates the user-learner's identity and agency, which are also central to the CEFR's companion piece, the European Language Portfolio (ELP), in which self-assessment plays a key role. The article proposes that taken together, the CEFR and the ELP imply an assessment culture in which learning and assessment are reciprocally integrated. From the perspective thus established, the authors review some current trends in language assessment and their potential impact on learner identity and learner agency, focusing in turn on self-assessment, peer assessment, teacher assessment, and large-scale testing and assessment. The article concludes by arguing that although recent developments in language assessment pay significantly more attention to the learner than was previously the case, a great deal of work remains to be done to further increase the engagement of learner agency in processes of self-assessment and peer assessment and to align them with other forms of assessment.
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- Erickson, Gudrun, 1950
(författare)
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Collaboration and Agency in Educational Assessment
- 2016
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Ingår i: Keynote presentation at the 17th AEA Conference (Association for Educational Assessment - Europe); Limassol, Cyprus.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- My presentation focuses on the dual function of educational assessment, to enhance and improve learning – for students as well as for teachers – and to contribute to fairness and quality. In spite of fundamental similarities, these functions are often 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 talk about the balancing act between the two, emphasizing common principles that need to guide the development of a wide range of practices of assessment with the purpose of enhancing learning as well as equity in a broad sense – at individual, pedagogical and societal levels. In this, the concept of reciprocity will be brought into the discussion. I will base my reasoning on five fundamental questions that, from a general perspective, help guide the planning and analysis of all types of assessment, namely Why?, What?, How?, Who? & And…?. Thus, I will be talking about aspects of aims, constructs, methods, agents and uses, including consequences, of assessment. My main focus will be on issues of collaboration and agency, in particular on the role of students, in continuous assessment as well as in the development of large-scale summative materials. In this, I will touch upon aspects of power and empowerment, politics and policy, object and subject, connecting my reasoning to validity and ethics in a broad sense. The empirical basis for my presentation is, on the one hand, experiences from the development of large-scale assessment materials of different kinds within the Swedish national system, on the other hand, examples from European projects, where students’ opinions have been collected, analysed and utilized. In this, I will also make some reference to international examples of assessment materials where student agency is in focus, as well as to guidelines for good practice in educational testing and assessment.
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- Erickson, Gudrun, 1950
(författare)
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A win-win situation: Assessment as a reciprocal learning opportunity
- 2011
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Ingår i: Invited plenary at the 2nd EALTA SIG Symposium; University of Cyprus, 4 Nov 2011.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of my lecture is to focus on the value of collaboration in language testing and assessment, particularly emphasizing learners’ perspectives and contributions. Special emphasis is placed on assessment as a reciprocal phenomenon with an obvious pedagogical potential to promote learning – for students as well as for teachers. Throughout the presentation, the value of transparency is emphasized, not least in relation to the learners. Five basic questions are briefly addressed, namely Why?, What?, How?, Who? & And…?, thereby linking pedagogical assessment to the fundamental concept of validity. Some experiences and examples are presented from the development of national formative and summative language assessment and testing materials in Sweden, a process in which learners have a significant role. In addition, some results from a European study of students’ and teachers’ perceptions of language testing and assessment are presented. Finally, the concept of collaboration and learners’ perspectives are discussed in relation to EALTA’s Guidelines for Good Practice in Language Testing and Assessment, a document currently available in 35 different languages.
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- Erickson, Gudrun, 1950
(författare)
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Assessment in the context of the teaching-learning process
- 2011
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Ingår i: Invited plenary at the II Seminario Sicele; Comillas (Cantabria), Spain, 7 Oct. 2011.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this presentation is to address – from conceptual as well as from practical and empirical points of view – assessment as an integrated and essential aspect of language learning and teaching. After a short introduction on the role of assessment in education, five fundamental questions are focused upon, namely Why?, What?, How?, Who? and And…?. Consequently, different purposes and functions of assessment are considered, as are possible definitions and interpretations of the construct(s). The wide phenomenon of rubric is discussed, ranging from aspects of design and procedure to rating, standards and feedback. Furthermore, the question of agents in assessment is focused upon. Finally, and related to the concepts of validity and reliability, the use and impact of testing and assessment are highlighted, from individual as well as pedagogical and societal points of view. Throughout the presentation, the value of collaboration at different levels is emphasized. In the second part of the presentation empirical examples, from the national Swedish as well as from the European context, are given. Finally, the concept of Good Practice in Language Testing and Assessment is discussed, and examples are given from the EALTA Guidelines, currently available in 35 languages.
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- Erickson, Gudrun, 1950
(författare)
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Bedömning av språklig kompetens
- 2018
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Ingår i: I Erickson, G. (red). (2018). Att bedöma språklig kompetens: Rapporter från projektet Nationella prov i främmande språk. - Göteborg: Göteborgs universitet. - 9789186857240 ; , s. 15-39
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I kapitlet beskrivs bedömning som ett sätt att stärka såväl lärande som likvärdighet. Med utgångspunkt i ett antal grundläggande frågor och begrepp diskuteras olika typer av bedömning, med fokus på de nationella prov i engelska och bedömningsstöd i moderna språk som, på uppdrag av Skolverket, utvecklas inom projektet Nationella prov i främmande språk.
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