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- Hirsh, Åsa, 1968, et al.
(författare)
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Exploring Students' Knowing by Pre- and Post-Tests in Lesson and Learning Studies
- 2018
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Ingår i: African Books Collective. - Dar es Salaam : Mkuki na Nyota Publishers Ltd. - 9789987083411
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In Learning Studies, as well as in other types of intervention studies, pre- and post-tests are often used to get an input value of students' knowledge and a learning outcome value after a certain intervention is performed. In the study reported in the current chapter, the construction and construct validity of such tests are explored and discussed. In this study, we scrutinize Swedish and Tanzanian Learning Studies carried out on doctoral level, in order to answer the following research questions: * What kinds of pre- and post-tests have been used in these studies? * What has been the function of the pre- and post-tests in these studies? * What issues of validity can be related to the types of tests used and their functions? Our analysis shows, for instance, that the construct validity of the tests used in relation to chosen objects of learning and (preliminary) critical aspects can be questioned.
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| 3. |
- Lindberg, Viveca, 1954-, et al.
(författare)
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Formative assessment in compulsory school : Swedish & international research in the 21 century
- 2015
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Konferensbidrag (refereegranskat)abstract
- The present paper is based a systematic research reviews (Hirsh & Lindberg, forthcoming) for the Swedish Research Council, aiming at systematically identify and report recent and current trends in research into formative assessment, in Sweden as well as internationally. Here the issue is to illuminate firstly, in what ways formative assessment is perceived and used in research contexts, and secondly what differences and similarities that exist in research on formative assessment between countries. The review is limited to research published in Swedish and peer-reviewed articles in English during 2000 - 2014. The initial searches yielded approximately 2000 hits (internationally published articles) and 230 Swedish theses and articles. However, most of the hits were related to other than compulsory school and were therefore excluded. Overall findings are that the term 'formative assessment' is used in either a narrow (instrumental) or a broad sense (a complex phenomenon addressed on various levels); that Asian studies tend to be related to ICT, while British and Australian studies have a larger width and American studies tend to be related to accountability or the No Child Left Behind-reform. In Swedish research, young researchers and classroom studies dominate. To conclude: not only theories of learning, but also basic epistemological and ontological assumptions need to be addressed in future research, as do issues related to assessment embedded in teaching, which calls for collaboration with research into classroom practices.
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