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- Eriksson, Inger, et al.
(författare)
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Matematikundervisningens innehåll : Avrapportering av ett kollaborativt forskningsprojekt om att utveckla redskap och innehåll i arbetet med att realisera ”strävansmålen” i matematik
- 2007
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Forskningsprojektet Matematikundervisningens innehåll byggdes upp som ett kollaborativt projekt där forskare och lärare arbetade med att analysera innehållet i strävansmålen (mål att sträva mot) i kursplanen för matematik. Ett syfte var att forskare och lärare i samverkan skulle utveckla kunskaper om de förmågor som eleverna förväntas utveckla i matematik.Det kollaborativa arbetet mellan lärarna och forskarna startade höstterminen 2004 och pågick under två läsår. Projektet genomfördes under det första året tillsammans med åtta lärare från fyra Farstaskolor i år 1-6. Det andra projektåret deltog sex lärare från tre Farstaskolor – år 7-9.Under det första projektåret handlade det matematiska innehållet om mätning av volym och under det andra ekvationer. Centralt för projektet var frågan om vad det är man kan när man är kunnig (innehållsanalys) och i vilket sammanhang detta kunnande efterfrågas. För att organisera en undervisning där strävansmålen kan realiseras arbetade lärarna och forskarna tillsammans med att genomföra innehållsanalyser och konstruera sådana uppgifter som gör det möjligt för eleverna att utforska kunskapsinnehållet.
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- Hirsh, Åsa, et al.
(författare)
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Formativ bedömning på 2000-talet – en översikt av svensk och internationell forskning
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This systematic review maps and reports on 21st century Swedish and international research into the field of formative assessment in compulsory school. Our analysis shows that theoretical studies are increasingly positioning formative assessment as a context-bound social practice, rather than a set of general methods. Meanwhile a few large meta-studies, featuring remarkable effect sizes of increased learning on behalf of students, have contributed to policy decisions advocating large-scale implementation of formative assessment practices in many countries around the world. Researchers seem to agree that classroom implementation of formative assessment practices needs to be supported by processes in which professional learning is given space, but in reality such processes are often lacking. It has been seen that the lack of peer learning among teachers and school leaders often means that pseudo-formative practices evolve, where the understanding of formative assessment tends to be instrumental and linked to ritual work with a general method package. We have also seen that ICT-related tools for formative assessment are gaining ground. When formative assessment is regarded as time consuming from the teacher point of view, ICT tools are seen as one way to streamline instructional processes. It is evident in some of these studies that computers/mobile devices tend to be understood as independent actors, who in themselves are regarded as formative, i. e. as being the ones analysing students’ "learning" (answers to questions) and providing feedback. As a result, we predict that important issues for future research will concern, for instance, which type of feedback that can be provided by computers, and with what quality it can be provided. The consequence of digital tests and digital feedback for teachers’ professionalism is of course another important issue, since formative assessment serves to develop not only the students but also the teachers’ understanding of how learning processes can be customized to meet students’ needs. A third interesting question, linked to the former, concerns who develops the software used for this purpose. Generally, it can be concluded that empirical studies conducted at compulsory school level are few, and that we often rely on studies conducted in higher education when commenting on beneficial effects of formative assessment on student learning. Meta studies dealing with general effects of formative assessment are problematized, in part because the umbrella term formative assessment involves so many and disparate phenomena that it is problematic to speak of one overall effect. Swedish research into formative assessment is rather scarce, especially considering how large impact formative assessment as a set of methods/approaches seems to have in Swedish schools. Nevertheless, the results from the various Swedish studies point to a certain coherence. Studies of documentation, mainly through individual development plans, dominate the research field, along with a few classroom studies of teachers’ formative assessment work. There are also studies that focus on national - and to some extent local/municipal - governance of the school, and the consequences of various types of control for teachers’ assessment work. The need for different types of studies that include the perspectives of multiple levels of actors, is evident: a collaboration between research based on qualitative and quantitative data are needed. Intervention studies that measure the impact of different aspects of formative assessment need to be complemented by studies of how teachers, principals and local/municipal policy levels analyse and use assessment information to shape the instructional processes that will ultimately lead to increased learning/higher goal attainment among students. In addition, surveys and studies of Swedish teacher training would be desirable, given that international research shows that too few educators within teacher education programs have the in-depth knowledge required for adequately making teacher students assessment literate. Our review also shows that a very small percentage of studies take the students' perspective, wherefore we know very little about how they perceive and are affected by various methods which are classified as formative assessment.
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- Lindberg, Viveca, 1954-, et al.
(författare)
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Att ge röst åt de yngre barnen : en kartläggning i nio kommuner läsåret 2014-2015
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Under läsåret 2014-2015 kartlades nio kommuners arbete med på vilka sätt elever i förskoleklass till årskurs 3 'ges röst' i skolan. I var och en av kommunerna genomfördes fokusgrupp intervjuer med nyckelpersoner representerade administrativ/pedagogisk ledning och verksamma pedagoger. Inför intervjuerna ombads kontakpersonen i var och en av kommunerna aända in sådan dokumentation eller mallar för dokumentation som de ansåg vara av relevans för projektet. Fokusgruppsntervjuerna baserades dels på den dokumentaiton vi fått in, dels på de erfarenheter de olika typerna av deltagare hade av skolornas arbete med att ge röst åt de yngre barnen. Vidare analsyerades styrdokument, myndigheters uppföljnings- och utvärderingsrapporter samt viss tidigare forskning inom området. Resultatet av studien visar dels att yngre elevers inflytande och delaktighet i skolans verksamhet vanligen relateras till rådsfunktioner såsom klass- och elevråd, matråd etc. och att inflytande gäller val mellan förutbestämda alternativ. Det är ovanligare att elever får inflytande över innehållet i skolarbetet - däremot kan de få välja i vilken ordning de ska göra olika uppgifter. Medverkande kommuner efterfrågar redskap med vilka de kan arbeta med elevers reella inlytande och delaktighet i klass.
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| 6. |
- Lindberg, Viveca, 1954-, et al.
(författare)
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Svensk forskning om bedömning : en kartläggning
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Measuring, recording and judging the value of individual achievements and societal phenomena is nothing new. In one sense, it is a natural part of what it means to be a human among humans, that is, a phenomenon that is part and parcel of culture. The systematic character and scale of evaluation today, however, reflect a more modern, rational approach to this activity. The increasingly frequent use being made of evaluation and assessment is linked to the assumption that individuals and societies are amenable to development. Associated with this is a goals–and–means philosophy, with planning and evaluation as key components. Although – or perhaps precisely because – this rationality has been challenged, much emphasis is placed on the importance of carefully following, monitoring and evaluating activities and their out-comes. Nowadays, moreover, our dependence on knowledge is underscored. Concepts such as a knowledge economy or society, and lifelong and life-wide learning, can be seen as examples of this. In political and economic terms, the result has been a growing interest in the contribution education can make to the development of society. In 2008 some three million individuals were involved in child day care or in preschool, primary, secondary, adult or higher education in Sweden. In addition, there were the people employed in school and other education and in research, and the 2.1 million who participated in some form of staff training. Education, in other words, is an activity that tangibly affects a great many people. Although education for children and young people is provided in both the public and the private sector, it is funded mainly from the public purse. That means that, economically, education is our biggest policy area, a fact which in itself invites considerable interest in questions concerning its meaning, effectiveness and benefits, for both the individual and society. From the standpoint of educational science, assessment can be regarded as one of the systems by which education signals what knowledge is important and how knowledge, skills and proficiency can be expressed, discerned and communicated. Together with curriculum and pedagogy, assessment or evaluation is thus one of what the sociologist of education Basil Bernstein (1971/1980) called the “message systems” of education. Grades and diplomas also serve as tools for selection, opening or closing doors to different educational pathways and careers. Assessment and grading by teachers thus crucially influence students’ life chances. Against this background, it is hardly surprising that questions of pupil achievement, school results and the effects of education are high on the agenda of public and educational debate. Here, it will be explored whether this is also the case in research.
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