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- Björklund, Lars-Erik, 1953-, et al.
(author)
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Product or Process Criteria? : What Teachers Value When Assessing Programming
- 2023
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In: Programming and Computational Thinking in Technology Education. - : Brill Academic Publishers. - 9789004687912 ; , s. 325-341
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Book chapter (peer-reviewed)abstract
- Programming is increasingly being taught in schools in Sweden and around the world. Programming has been taught and assessed for a long time both in upper secondary schools and in universities, but in the lower grades, programming as part of technology education is still rather new. Therefore, there is a need for assessment criteria for programming in compulsory school. The aim of this chapter is to examine the criteria that individual teachers use when they grade and assess students in tasks related to programming. This study uses Q methodology. The informants, 28 programming teachers, were asked to sort and rank criteria regarding the assessment of programming according to their own subjective beliefs. The results were analysed using factor analysis to find groups of similar informants. The results reveal two teacher groups, where one puts greater emphasis on process criteria while the other primarily emphasises product criteria. Moreover, both groups place high value on students’ ability to explain the program, which can be interpreted as a combination of product and process where the student uses the knowledge they have acquired and turns it into their own knowledge. At the end of the chapter, formative assessment is discussed, based on the results relating to process criteria, and how teachers can use these criteria to help students progress
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- Löfgren, Ragnhild, et al.
(author)
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Kommunicera naturvetenskap i skolan – exempel från årskurs 3.
- 2011
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In: Ämnesdidaktik<em> -- dåtid, nutid och framtid</em>.. - Linköping : Linköping University Electronic Press. - 9789173931823 ; , s. 51-62
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Book chapter (peer-reviewed)abstract
- Kapitlet handlar det om kommunikation och interaktion mellan lärare och elever.Löfgren m.fl. prövar ett analysverktyg för att studera dialog- eller interaktionstyperi klassrummet. Har samtalet om ämnet någon betydelse ochvilka olika typer av elev- lärar-interaktion kan finnas? Samtalet är enligtförfattarna kontextbundet till respektive ämnes diskurs. Inom naturvetenskaputgörs diskursen främst av beskrivningar, generaliseringar och förklaringar,med andra ord hur läraren får eleverna att tillägna sig och användanaturvetenskapliga begrepp. De visar på mönster i interaktionenmellan lärare och elev och genom framför allt sociokulturella teorier omlärande analyserar de vilken typ av interaktion som bäst främjar begreppsutveckling.
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