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- Sterner, Görel, 1949, et al.
(författare)
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A scaled-up mathematics intervention in preschool classes
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - 0031-3831.
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Tidskriftsartikel (refereegranskat)abstract
- We report on a scaled-up mathematics intervention in preschool classes (children age six) in Sweden. In the intervention, teachers at seven schools in four municipalities implemented the Thinking, Reasoning and Counting in Preschool Class (TRC) teacher guide in their teaching of 254 students. Results are compared to a previous randomized experimental small-scale intervention based on TRC showing a significant positive effect on students' learning. Pre- and post-test scores for the present scaled-up intervention indicate even higher learning gains compared to the original small-scale intervention. Low-performing students were given extra tutoring time in the scaled-up intervention, but the learning gains for this group cannot be shown to be significantly higher compared to the treatment group in the small-scale study.
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| 2. |
- Sofkova Hashemi, Sylvana, 1969-, et al.
(författare)
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Didactical Design in Classroom Research : Establishing a multidisciplinary approach to DBR
- 2021
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Ingår i: EARLI 2021. ; , s. 88-88
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Design-Based Research (DBR) is a promising research approach integrating educational theory and practice. The initiation of Didactical Design in Classroom research group (DDC) aims to gather researchers of diverse subjects and disciplines to exchange methodological and theoretical experiences of conducting DBR around didactical approaches to classroom research. The goal is to establish a globally attractive interdisciplinary research hub of expertise and data based on conceptually and methodologically critical and reflective research practice. This collaborative space will involve a discussion of both qualitative and quantitative research methods to study the consequences of DDC interventions for students, teachers and broader educational claims. This is expected to lead to collaborative activities and research such as international webinars, joint teaching in doctoral courses, symposium at conferences and plans for future writing proposals for national and international funding agencies.
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| 3. |
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| 4. |
- Alger, Susanne, 1967-
(författare)
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Licence to drive : the importance of reliability for the validity of the Swedish driving licence test
- 2019
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Background: The Swedish driving licence test is a criterion-referenced test resulting in a pass or fail. It currently consists of two parts - a theory test with 65 multiple-choice items and a practical driving test where at least 25 minutes are spent driving in traffic. It is a high-stakes test in the sense that the results are used to determine whether the test-taker should be allowed to drive a car without supervision. As the only other requirements for obtaining a licence is a few hours of hazard education (and a short introduction if you intend to drive with a lay instructor) it is important that the test result, in terms of pass or fail, is reliable and valid. If this is not the case it could have detrimental effects on traffic safety. Examining all relevant aspects is beyond the scope of this licentiate thesis so I have focused on reliability.Methods Reliability for both the theoretical and practical test results was examined. As these are very different types of tests the types of reliability examined also differed. In order to examine inter-rater reliability of the driving test 83 examiners were accompanied by one of five selected supervising examiners for a day of tests. All in all 535 tests were conducted with two examiners assessing the same performance. At the end of the day the examiners compared notes and tried to determine the reason for any inconsistencies. Both examiners and students also filled in questionnaires with questions about background and preparation. As for studying decision consistency and decision accuracy of the theory test, three test versions (a total of around 12,000 tests) were examined with the help of methods devised by Subkoviak (Subkoviak, 1976, 1988) and Hanson & Brennan (Brennan, 2004; Hanson & Brennan, 1990).Results The results from two research studies concerning reliability were presented. Study I focused on inter-rater reliability in the driving test and in 93 per cent of cases the examiners made the same assessment. For the tests where their opinions differed there was no correlation to any of the background variables or other variables examined except for three, which had logical explanations and did not constitute a problem. Although there were cases where the differences were due to different stances on matters of interpretation the most common suggested cause was the placement in the car (back seat vs. front seat). Although the supervising examiners gave both praise and criticism as to how the test was carried out the study does not answer the question whether the tests were equal in terms of composition and difficulty.In Study II the focus was on decision consistency and decision accuracy in the theory test. Three versions of the theory tests were examined and, on the whole, found to be fairly similar in terms of item difficulty and score distribution, but the mean was so close to the cut-score (i.e. the score required to pass) that the pass rate differed somewhat between versions. Agreement coefficients were around .80 for all test versions (between .79 and .82 depending on method). Classification accuracy indicated an .87 probability of a correct classification.Conclusion It is important to examine the reliability and validity of the driving licence test since a misclassification can have serious consequences in terms of traffic safety. In the studies included here the rate of agreement between examiners is deemed as satisfactory. It would be preferable if the classification consistency and classification accuracy, as estimated by the methods used, were higher for the theory test, given its importance.While reliability in terms of agreement between raters/examiners or consistency and accuracy of classification are routinely examined in other contexts, such as large-scale educational testing, this is not often done for the driving licence tests. At the same time, the methods used here can be transferred to contexts where such properties are generally not examined. Collecting information about test-takers and examiners, like in Study I, can provide evidence concerning possible bias.Examining to what extent decisions are consistent is one important aspect of collecting evidence that shows that test results can be used to draw conclusions about driver competence. Still, regardless of outcome, validation is a process that never ends. There is always reason to examine various aspects and make further improvements. There are also many other relevant aspects to examine. A prerequisite for the validity of the score interpretation of a criterion-referenced test like this one is that the cut-score is appropriate and the content relevant. This should therefore be the subject of further research as the validation process continues.
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| 5. |
- Johansson, Helena, 1971-, et al.
(författare)
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Fysikbegreppets flyktighet : En konsekvens av kursplaneförändringar?
- 2019
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Ingår i: Från forskning till fysikundervisning. - Linköping, Sverige : Linköping University Electronic Press. - 9789179299804 ; , s. 33-46
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Konferensbidrag (refereegranskat)abstract
- TIMSS Advanced är en internationell studie om gymnasieelevers kunskaperi avancerad matematik och fysik. Studien har genomförts tregånger, 1995, 2008 och 2015, och Sverige har deltagit alla tre gångerna.Resultaten från senaste studien visade att svenska gymnasieeleverpresterade bättre i matematik men sämre i fysik jämfört med resultatenfrån 2008. Normalt brukar prestationerna i matematik och fysikföljas åt och det är därför intressant att undersöka tänkbara orsakertill de försämrade fysikresultaten. Resultatet visar för det första på försämraderesultat på uppgifter som tidigarelagts i undervisningen närde nya ämnesplanerna i fysik infördes 2011 och för det andra på försämraderesultat på uppgifter som mäter begreppsbildning i fysik.Detta kan tyda på att eleverna hade glömt områden som behandlades iundervisningen året innan provet gick, men kan också tyda på att elevernaskunskaper var alltför ytliga. Slutsatsen blir att man tydligarebör studera vad som händer när kurser och kursinnehåll förändras.
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| 6. |
- Johansson, Helena, 1971-, et al.
(författare)
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Glömska eller ytliga fysikkunskaper : Fördjupad analys av svenska elevers sjunkande fysikresultat i TIMSS Advanced 2015
- 2018
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- TIMSS Advanced (Trends in Mathematics and Science Study ) är en internationell studie som undersöker gymnasieelevers kunskaper i avancerad matematik och fysik. TIMSS Advanced har genomförts tre gånger, 1995, 2008 och 2015, och Sverige har deltagit varje gång. I 2015 års studie deltog svenska elever i årskurs 3 på naturvetenskaps-och teknikprogrammet som slutfört eller håller på att slutföra kursen matematik 4 respektive fysik 2. Resultaten visade att Sverige förbättrat sina resultat i matematik medan resultaten i fysik försämrats. Dessa resultat brukar normalt följas åt och denna rapport undersöker möjliga orsaker till de sjunkande fysikresultaten i TIMSS Advanced.
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| 7. |
- Kilhamn, Cecilia, 1963, et al.
(författare)
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Mathematics education research in Sweden: National presentation at PME 42
- 2018
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Ingår i: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 273-297). E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.). - Umeå, Sweden : PME. - 0771-100X. - 9789176019023
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Konferensbidrag (refereegranskat)abstract
- We tell our story of mathematics education research in Sweden by looking at the present situation as well as the historic development leading up to where we are today.
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| 8. |
- Boström, Erika, 1975-
(författare)
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Formativ bedömning : en enkel match eller en svår utmaning? Effekter av en kompetensutvecklingssatsning på lärarnas praktik och på elevernas prestationer i matematik
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Research reviews have shown that the use of formative assessment in classroom practice can substantially improve student achievement. However, a strong research base about how to support teachers’ implementation of such formative classroom practice is lacking. In this thesis, I investigate the effects of a comprehensive professional development programme (PDP) in formative assessment on teachers’ classroom practice and students’ achievement in mathematics. In addition, I identify reasons for the changes made in the teachers’ formative classroom practice. Fourteen randomly selected year - 7 mathematics teachers participated in the PDP. The teachers’ formative classroom practice before and after attending the programme was analysed and described, and reasons for their change in practice were explored. The effect of the changes in formative classroom practice on students’ mathematics achievement was examined using pre- and post-tests administered to both the intervention group and a control group. A mixed methods approach with classroom observations, teacher interviews, questionnaires and student achievement tests in mathematics was used in the studies included in the thesis.The results show that the teachers used aspects of formative assessment in their classroom practice before the PDP, but that there was plenty of room for development towards a more effective formative assessment practice. Several possibilities for developing the practice were identified. After the PDP the teachers believed in the idea of formative assessment and were motivated to make changes towards a more formative classroom practice. The teachers included new formative assessment activities in their classroom practice, but in different ways and to different degrees. The characteristics of these changes were identified, and also the characteristics of the PDP that the teachers found to be influential for their development of the formative classroom practice. Results also show that the teachers’ motivational beliefs held after the PDP was an explanatory factor for their changes in practice. However, the formative assessment practice the teachers implemented did not have a significant effect on their students’ achievement compared to the control group. In addition, there was no correlation between the number of formative assessment activities implemented by the teachers and their students’ achievement gains. Reasons for these non-effects on student achievement, and for the teachers’ degree and type of implementation of formative assessment in the classroom practice, are discussed in the thesis.
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| 9. |
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| 10. |
- Nyström, Peter, 1959, et al.
(författare)
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Hur samstämmiga är svenska styrdokument och nationella prov med ramverk och uppgifter i TIMSS Advanced 2015?
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- TIMSS Advanced (Trends in Mathematics and Science Study ) är en internationell studie som undersöker gymnasieelevers kunskaper i avancerad matematik och fysik. TIMSS Advanced har genomförts tre gånger, 1995, 2008 och 2015, och Sverige har deltagit varje gång. I 2015 års studie deltog svenska elever i årskurs 3 på naturvetenskaps- och teknikprogrammet som slutfört eller håller på att slutföra kursen matematik 4 respektive fysik 2. Studien ger möjlighet att analysera förändringar i motsvarande elevgruppers kunskaper över tid inom dessa områden, men också möjlighet att jämföra svenska resultat med resultat från andra länder. TIMSS Advanced 2015 har genomförts av Skolverket i samarbete med Nationellt Centrum för Matematikutbildning (NCM) vid Göteborgs universitet. Skolverket har sammanställt en nationell huvudrapport med resultaten från TIMSS Advanced 2015. En viktig utgångspunkt för tolkning och analys av resultaten är att veta i vilken utsträckning svenska elever fått möjlighet att lära sig det som prövas i TIMSS Advanced. I denna rapport analyseras därför samstämmigheten mellan TIMSS Advanced 2015 och svenska ämnesplaner, nationella prov och bedömningsstöd. Mot bakgrund av ämnenas kopplingar mellan varandra genomförs också en analys som särskilt fokuserar på inslaget av matematik i fysikuppgifterna.
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