| 1. |
- Jönsson, Anders, et al.
(författare)
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Analytic or holistic? A study about how to increase the agreement in teachers’ grading
- 2021
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Ingår i: Assessment in education. - : Informa UK Limited. - 0969-594X .- 1465-329X. ; 28:3, s. 212-227
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, grades are used for selection to upper-secondary school and higher education, even though agreement in teachers’ grading is low and the selection therefore potentially unfair. Furthermore, measures taken to increase the agreement have not been successful. This study has explored how to increase agreement in teachers’ grading by comparing analytic and holistic grading. Teachers (n = 74) have been randomly assigned to two different conditions (i.e. analytic or holistic grading) in either English as a foreign language (EFL) or mathematics. Findings suggest that analytic grading is preferable to holistic grading in terms of agreement among teachers. The effect was stronger and statistically significant in EFL, but could be observed in mathematics as well. However, teachers in the holistic conditions provided more references to criteria in their justifications, whereas teachers in the analytic conditions to a much larger extent made references to grade levels without specifying criteria.
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| 2. |
- Rietz, Louise, et al.
(författare)
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Elevers upplevelser av ett SNI-fall och dess betydelse för elevers roll som demokratiska samhällsmedborgare
- 2022
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Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 18:2, s. 181-198
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Tidskriftsartikel (refereegranskat)abstract
- This study explores the experiences of Swedish upper secondary school chemistry students working with a socioscientific issue about per- and polyfluoroalkyl substances (PFAS) in everyday products, and how they perceive that this teaching has influenced them in their role as citizens in a democratic society. Data collection has been carried out on several occasions over a period of one and a half year after the teaching event, and data includes answers from questionnaires and focus-group interviews. The results show that the students are able to view the issue from different perspectives and to understand the inherent complexity. The results also suggest that the students developed their critical thinking skills and awareness as consumers. Furthermore, students report to have developed an interest in environmental issues and a feeling that they have opportunities to make a difference. These aspects constitute important conditions for active citizenship and informed decision-making.
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| 3. |
- Lundegren, Nina, et al.
(författare)
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An upgrade of the Malmö model by implementing case-based teaching and learning, in an undergraduate dental curriculum.
- 2021
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Ingår i: European journal of dental education. - : John Wiley & Sons. - 1396-5883 .- 1600-0579. ; 25:4, s. 649-656
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: At our dental education, the examination failure rate among students has increased, resulting in subsequent involuntary dropouts. One of the main problems seems to be that the students struggle with taking the necessary responsibility for their learning, as required by the problem-based learning (PBL) methodology.AIM: To describe the background to, and the transition process from, pure PBL to case-based teaching and learning (CBT) with flipped classroom seminars at the dental program at [anonymised for peer review].METHODS: In this position paper we describe our observed problems with the PBL methodology, as implemented at this faculty, and the potential benefits of a change towards CBT. The current implementation of CBT is presented, along with educational research supporting the choice of activities.RESULTS: Tentative findings are that the flipped classroom seminars and the clearer instructions appear to be successful with higher levels of activity, engagement and attendance among the students, and the students has evaluated the seminars as very good learning activities.CONCLUSION: Tentative findings suggest that the current implementation of CBT may be a fruitful way of teaching in dental education today. Most of the teaching staff have been reawakened to teaching, and as a result, the content of the courses are being reviewed and improved. The students appreciate that what is expected of them has been made clearer and that there is a variety of learning activities.
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| 4. |
- Wettergren, Sanna
(författare)
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SAM-tal om bedömning och matematikkunnighet : En studie av lärares tankestilar
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Inom ramen för svensk grundskola har enskilda lärare varit betrodda med en högre grad av autonomi än lärare i många andra europeiska länder. Exempelvis har lärare givits ett stort ansvar att bedöma och betygssätta elevers kunskaper. Hur lärares bedömningar går till eller hur dessa bedömningar speglar en elevs kunskap framstår inte alltid tydligt för elever. Som en följd av att svenska elevers resultat i t.ex. matematik sjunkit i internationella kunskapsmätningar, har utvärdering av skolor, lärare och elevernas prestationer ökat – därmed har lärares bedömningsarbete fått mer uppmärksamhet i den skolpolitiska debatten, i såväl partipolitik som media. Utifrån de sjunkande resultaten har flera omfattande reformer inom skolan trätt i kraft sedan juli 2011. Som exempel på dessa reformer kan nämnas en ny skollag, en reviderad läroplan för grundskolan, samt nya föreskrifter för kunskapskrav för grundskolans ämnen med ny betygsskala vilka alla är styrande för lärares undervisning och bedömning av elevers kunskaper fr.o.m. årskurs 1 t.o.m. årskurs 9. Studien beskriver och analyserar svenska matematiklärares tankestilar om bedömning och matematikkunnighet. Det teoretiska ramverk som använts är relaterat till Flecks begrepp tankekollektiv och tankestil. För att studera lärares professionella samtal om bedömning och matematikkunnighet genomfördes semistrukturerade, materialbaserade fokusgruppsintervjuer. Materialet var elevers arbete, t.ex. prov- och matematikuppgifter. Fokusgruppsintervjuerna var sekventiella, dvs. inför respektive intervju användes föregående intervjus utskrift som underlag vid planering av nya frågor. Två fokusgrupper med matematiklärare i årskurs 4-6 från två skolor intervjuades sammanlagt vid åtta tillfällen under ett år. Detta betyder att det genomfördes fyra intervjuer på respektive skola. Intervjuerna ljudinspelades och transkriberades. Lärarna från de två skolorna hade olika förutsättningar i sitt arbete. På en av skolorna fanns redan et fungerande ämneslärarlag – lärarna träffades och samverkade återkommande varje vecka för att planera och diskutera matematik. På den andra skolan hade lärarna endast kommit samman för att delta i fokusgruppsintervjuerna. Resultaten visar att även om respektive lärargrupp hade olika förutsättningar, så kan grupperna ändå betraktas som ett tankekollektiv. Resultaten visar också att två övergripande tankestilar har urskilts: bedömning som borde göras kontinuerligt och matematikkunnighet är när du kan visa och redogöra för ditt resonemang. I återkommande kollegiala samtal kan tankestilen om bedömning och matematikkunnighet synliggöras. I samtalet finns möjlighet att utmana rådande traditioner genom att formulera och omformulera den kunskap och erfarenhet som redan finns för att bygga vidare på ny. Samtalen ger även möjlighet till att problematisera och utveckla lärarnas professionella språk samt visualisera lärarnas bedömningsarbete, vilket bidrar till att utveckla matematikundervisningen.
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| 5. |
- Jönsson, Anders, et al.
(författare)
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Formative assessment in higher education : an example from astronomy
- 2019
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Ingår i: Handbook of Formative Assessment in the Disciplines. - London & New York, NY : Routledge. ; , s. 146-169
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter addresses the challenges and potential of implementing formative assessment in higher education with a specific focus on astronomy. We emphasize the use of formative assessment strategies as a coherent whole and a learning environment that encourages student autonomy and divergent thinking.
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| 6. |
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| 7. |
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| 8. |
- Balan, Andreia, et al.
(författare)
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Relationen mellan lärares intentioner och deras respons till elever : En studie om återkoppling som stöd för matematisk resonemangsförmåga på mellanstadiet
- 2021
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Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :4, s. 81-113
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Tidskriftsartikel (refereegranskat)abstract
- Formative feedback has the potential to support student learning and performance. However, teachers sometimes have difficulties realizing their intentions with formative feedback when responding to students’ questions or solutions. If the actual response provided does not agree with the teacher’s intentions, the formative potential may be diminished or lost. The purpose of this study is therefore to investigate whether teachers themselves are able to identify the correspondence between their stated intentions and their actual response to students. Four teachers participated in the study by responding to the mathematical reasoning performed by twelve students in grades 4-5 (the feedback situations were recorded) and then taking part in stimulated-recall interviews. The results show that the teachers were able to identify certain instances of correspondence, and/or differences, between their intentions and how they acted in the feedback situations. The differences identified by the teachers were justified basedon the teachers’ individual beliefs – for instance, the belief that some mathematical methods belong to certain grade levels and should not be taught in advance – or on concerns about how the students would react.
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| 9. |
- 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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| 10. |
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