| 1. |
- Löfgren, Håkan, et al.
(författare)
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Att ständigt bli bedömd
- 2017. - 1:1
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Ingår i: Att ständigt bli bedömd. - Lund : Studentlitteratur AB. - 9789144115900 ; , s. 175-188
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Christidis, Maria, 1982-, et al.
(författare)
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Mathematics as an aspect of vocational knowing in animal caregiving, from a student perspective
- 2024
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier. - 2210-6561 .- 2210-657X. ; 45
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore whether and how students experience mathematics as an aspect of vocational knowing in the Swedish upper secondary Natural Resource Programme, in the orientation of animal care, and in the vocation. Data for the study comprised teacher's documented planning, student interviews, followed by a validation of the interviews. Data were initially analysed thematically. Thereafter, the themes were analysed with theoretical concepts from the theory of practice architectures (sayings, doings, and relatings), and interpreted in terms of characteristic arrangements (cultural-discursive, material-economic, and social-political). Themes identified in the student interviews were: 1) Vocational knowing in animal caregiving 2) Mathematics as vocational knowing 3) Mathematics as part of vocational language, and 4) Mathematics as a foundation subject. Sayings were also related to doings, because of the accessibility and character of data. It was evident that students recognized mathematics as an aspect of vocational knowing, but there was also a tension between this mathematics and for the school/as a foundation subject. Relatings represented the recurrent contexts of school, animal facilities, workplace learning but also laws and regulations for contemporary animal care. Further analysis was made to historical traces of previous education within the area and to political decisions.
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| 3. |
- Eriksson, Inger, 1952-, et al.
(författare)
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Enriching ‘learning activity’ with ‘epistemic practices’ – enhancing students’ epistemic agency and authority
- 2016
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Ingår i: Nordic Journal of Studies in Educational Policy. - : Informa UK Limited. - 2002-0317. ; 2:1
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Tidskriftsartikel (refereegranskat)abstract
- This article is an unchanged, re-published version of: Inger Eriksson & Viveca Lindberg, ‘Enriching learning activities with epistemic practices – enhancing students’ epistemic agency and authority’, with Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román (2016), Att ta utbildningens komplexitet på allvar. En vänskrift till Eva Forsberg, Uppsala Universitet: Uppsala Studies in Education 138.
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| 4. |
- 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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| 5. |
- Lindberg, Viveca, 1954-, et al.
(författare)
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Vocational teachers’ experiences of assessing vocational knowledge
- 2015
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Ingår i: Vocational teachers’ experiences of assessing vocational knowledge.
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Konferensbidrag (refereegranskat)abstract
- Assessment is described as a process that includes the collection, interpretation and presentation of data which leads to a defined decision (Nyström, 2004). In recent years, the models of formative and summative assessment have been frequently discussed and debated by school researchers such as Gipps (2001), Jönsson (2009), Korp (2011), Lundahl (2006, 2011), Moss, Girard and Haniford (2006), Pettersson (2011) and Wiliam (2006). Formative assessment is a smoothly flowing process of assessment and summative assessment is assessment of the student’s acquired knowledge at a certain time or an exam (see e.g. Black&Wiliam, 2003; Gipps, 2001; Moss et al., 2006; Wiliam, 2006). The discussion of assessment is often about how a teacher, based on curricular goals and knowledge requirements, can implement a similar and equivalent assessment of student knowledge (cf. ibid.). Equivalent assessment is a central concept in earlier research on grading and assessment (see e.g. Black&Wiliam, 2003; Gipps, 2001; Lundahl, 2006, 2011). Teachers’ assessment should not rest on their personal ideas of what knowledge they see as important for the education. Assessment must be based on established criteria (see e.g. Black&Wiliam, 1998) if students are to be assessed equally and fairly. Assessment takes place in an interaction between teachers, students, their environments, language, and the objects which are used in the process, such as or computers, and books (Moss et al., 2006). By assessing, teachers try to create opportunities for students to show what they can (Nyström, 2004). Research on vocational education shows that the relationship between the vocational teacher and the students is very important in the formative assessment model (Asghari, 2014). Equally important is the vocational teacher’s feedback to the students (Öhman, 2015). In the summative assessment model, students’ vocational theoretical knowledge is often assessed (Lindberg, 2003). Studies of vocational teachers’ assessment practice can contribute to previously unknown views of teachers’ work (Lindberg, 2011). In the forthcoming article, which this presentation is a part of, two vocational teachers’ assessment practice when they talk about their experiences of teaching will be shown and discussed. Assessment can be discussed from many different aspects. It can serve as a way to motivate students in their learning, it can make students’ reasoning about the topic visible for teachers, it can create opportunities for feedback to students, and it can construct different identity formations in students (Moss et al., 2006). And identity formation is what the article, based on the studies of vocational teachers’ assessment practice, will focus on. The assumption is that vocational teachers’ assessment practice leads eventually to the students’ grades and those students can through their grades construct different identities in different contexts (cf. ibid.). It means that a non-passing grade can bring consequences in students’ lives, like losing their self-confidence, dropping out of school and education, and even in some cases, become gang members and get into crime. It appears from vocational teachers told experiences that students, through a pass grade, may identify themselves as students, who may have enough knowledge, are good enough as citizens and are proud to be skilled workers. It also appears that vocational teachers in such situations identify themselves as a caring teacher. Vocational teachers told experiences show different considerations that qualify for a pass-grade and may be categorized as “pass grade in advance”, “pass grade as praise”, “pass grade as a last chance” and “pass grade for being well behaved and socially competent”. These categories of assessment do not proceed from curricular goals and knowledge requirements, but they may be related to vocational teachers’ care for their students. ReferencesAsghari, H. (2014). Från uppväxt till lärargärning: En livsberättelsestudie med åtta yrkeslärare på industritekniska programmet. Doktorsavhandling, Karlstad: Fakulteten för humaniora och samhällsvetenskap, Pedagogiskt arbete, Karlstads universitet.Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles Policy and Practice, 5(1), 7-73.Black, P., & Wiliam, D. (2003). ‘In praise of educational research’: Formative assessment. British Educational Research Journal, 29(5), 623-637.Gipps, C. (2001). Socio-cultural aspects of assessment. I G. Svingby & S. Svingby (Red.), Bedömning av kunskap och kompetens (ss. 355-392). Stockholms universitet: Institutionen för undervisningsprocesser, kommunikation och lärande.Jönsson, A. (2009). Lärande bedömning. Malmö: Gleerup.Korp, H. (2011). Kunskapsbedömning-vad, hur och varför. Stockholm: Myndigheten för skolutveckling.Lindberg, V. (2003). Learning practices in vocational education. Scandinavian Journal of Educational Research, 47(2), 157-179.Lindberg, V. (2011). Betyg och bedömning i svensk didaktisk forskning 1990-2009. I V. Lindberg, L. Lindström & A. Pettersson (Red.), Pedagogisk bedömning: Att dokumentera, bedöma och utveckla kunskap (ss. 235-267). Stockholm: Stockholms universitets förlag.Lundahl, C. (2006). Viljan att veta vad andra vet: Kunskapsbedömning i tidigmodern, modern och senmodern skola. Stockholm: Arbetslivsinstitutet.Lundahl, C. (2011). Bedömning för lärande. Stockholm: Norstedts.Moss, P. A., Girard, B. J., & Haniford, L. C. (2006). Validity in educational assessment. Review of research in education, 30, 109-162.Nyström, P. (2004). Rätt mätt på prov: Om validering av bedömningar i skolan. Umeå: Pedagogiska institutionen, Umeå universitet.Pettersson, A. (2011). Bedömning - varför, vad, varthänt? I V. Lindberg, L. Lindström & A. Pettersson (Red.), Pedagogisk bedömning: Att dokumentera, bedöma och utveckla kunskap (ss. 31-42). Stockholm: Stockholms universitets förlag.Wiliam, D. (2006). Formative assessment: Getting the focus right. Educational Assessment, 11(3-4), 283-289.Öhman, A. (2015) Cykler och loopar i Salongen: En studie av återkoppling i frisörklassrummet. Licentiatuppsats, Karlstad: Fakulteten för humaniora och samhällsvetenskap, Pedagogiskt arbete, Karlstads universitet.
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| 6. |
- Lindberg, Viveca, 1954-
(författare)
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Det svenska betygssystemet och dess aktörer
- 2018. - 1
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Ingår i: Lärares bedömningsarbete. - Stockholm : Natur och kultur. - 9789127823020 ; , s. 173-212
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Lindberg, Viveca, 1954-, et al.
(författare)
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Literacy as part of professional knowing in a Swedish dental education
- 2021
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 21:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: Academic reading and writing are seen as self-evident literacy competences in most contemporary higher educations, however, whether students also are introduced to professional literacy of relevance for dentistry during their education is a question. The purpose of this study is to analyze one of the Swedish dental programmes, with respect to its design, in relation to possible content of relevance for academic and professional literacy. Secondarily, to identify and analyze Swedish dental students’ writing in an academic setting, i.e. what these students are expected to read and write, and how they write.Methods: Data, for this ethnographically inspired case-study, was produced by observations and audio-recordings of lectures, copies of teachers’ handouts and of volunteering students’ notes, and a multiple-choice-test. Dataanalysis was made in five steps, starting with macro-level data, i.e. curriculum and syllabuses, followed by the syllabuses for the two observed modules, the teacher-provided material, analysis of the students’ notes, while in the fifth and final step, the results from the previous steps were compared, to find patterns of what students were expected to read and write, and what in the teacher-provided multimodal material that was emphasized in teachers’ talk.Results: This study showed that students were engaged in several types of literacy events, such as reading, finding and watching videos on their learning platform, writing, and following instructions. The study also showed that there is a recurrent academic content comprised of anatomy, physiology and pathology, while the professional content comprised of patient communication and anamnesis. Further, an integrated content was found and was initiated in teacher-constructed PowerPoints and by student-questions. Note-taking patterns varied between individual students, but the general pattern for this group of students were the use of complementary notes. This type of note-taking was used to make available further descriptions of the teacher-constructed text in PowerPoints, but also an independent text describing pictures shown on teachers’ PowerPoints or the blackboard.Conclusion: Findings from the present study reveal that students either copy text from teachers’ PowerPoint-slides, re-formulate text from teachers’ PowerPoint-slides, or write complementing text to teachers’ PowerPoint-slides. Further, the students individually choses type of note-taking based on situation. The study also revealed that the academic literacy – in the two modules during the fifth and sixth semesters of a dental education analyzed – mainly has a professional basis for reading, writing, and communication purposes. The study also showed that academic and professional literacy are closely connected through recurrent integration.
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| 8. |
- Wibaeus, Ylva, 1955-, et al.
(författare)
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A comparative pilot study of history and social studies related to the middle years in Sweden, Finland and on the Åland Islands
- 2021
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Ingår i: Abstract book Nofa8.
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Konferensbidrag (refereegranskat)abstract
- Subject didactic research on history and social studies in Sweden and Finland mostly relates to either secondary or upper secondary school, whereas studies related to younger children are few (Mård, 2020; Persson, 2017). Social studies as a school subject for younger children (grades 4–6) was introduced in Finland only a few years ago through the current curriculum of 2014, while history from grade 5 has a long tradition (Virta, 2014). One of the contemporary issues focused in educational research on these subjects is controversial issues, in order for students to learn to engage in discussion where opinions may differ (cf. Barton & McCully, 2007). However, when it comes to younger students, there are some hesitations whether or not to include such content (Cowan & Maitles, 2012). Barton and Levstik (2004) emphasize that even younger children are able to cope with difficult issues as e.g. fairness or justice, and need to be exposed to multiple perspectives. This study focuses on difficult issues as a point of departure for interviews with middle school teachers.The purpose of this paper is to compare what middle school teachers in three regions, with Swedish as a common language in schools but different curricula, conceptualize as difficult issues in history and social studies. Furthermore, we investigate what teaching material they use and how they use it. This is a pilot study, based on interviews with twelve teachers (four teachers in each region). The main research questions are: 1) What are the similarities and differences in curricula and teaching material? 2) What do teachers in these regions define as difficult issues related to the two subjects? 3) How do teachers use teaching material for difficult issues?Semi-structured and material-based interviews were co-constructed by the researchers. Transcripts will be collaboratively analysed focusing on thematic similarities and differences.
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| 9. |
- Christidis, Nikolaos, et al.
(författare)
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Swedish dental students’ clinical notes and reflections as part of a case-based examination – challenges for undergraduate education
- 2023
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Ingår i: Medical Research Archives. - : European Society of Medicine. - 2375-1916 .- 2375-1924. ; 11:10
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Tidskriftsartikel (refereegranskat)abstract
- Clinical records are the basis for clinical reasoning, diagnostics, treatment planning, and management as well as for management of the patient and the outcome of the treatment, and therefore an important aspect of health professionals’ work. Several articles emphasize the importance of adequate and correct content in these records. Previous research shows that even health professionals need to improve the content and structure of their clinical records, for them to give the information needed for various needs. The focus of this article are the clinical records of undergraduate dental students. The aim of the study was to explore patterns of adequate and inadequate content in clinical notes of undergraduate dental students in their final year of education. Secondly, whether these results could provide insights for development of health professions education.Data comprised of 33 cased-based examinations collected during January 2020 at the University Dental Clinic, Department of Dental Medicine, Karolinska Institutet, in Huddinge Sweden. Also, data included teachers’ assessment of these examinations. The texts were analyzed with thematic analysis.Analytical results showed three themes. The first theme, (i) Professional content knowledge, concerned information in patient history, status, diagnostics and treatment plan, and an information ambiguity. The theme also included the students' use of professional terminology and the choice of articles to support reflections. The second theme (ii) incomplete method of investigation involved the actual patient interview, but also students’ various misunderstandings of the template. The third theme was (iii) Academic formalities. This theme concerned students' understanding of the purpose of referencing and its function, but also a non-use of references, the use of irrelevant references, errors in the given citation style, and an incorrect structure of the text according to the template. In conclusion, results showed the need for continuous training in clinical note-taking and reflections during dental students' professional education. In this training, teachers’ assessment is important for students' development of professional literacy and professional judgment. Also, a continuous reminder of science and proven experience as the basis for the profession which is also made visible through academic formalities.
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| 10. |
- Andersson, Ingela, 1963-, et al.
(författare)
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Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning : [How students in Swedish upper secondary apprenticeship education contribute to form their education in relation to work-based learning]
- 2022
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Ingår i: Nordic Journal of Vocational Education and Training. - : Linkoping University Electronic Press. - 2242-458X. ; 12:1, s. 1-24
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Tidskriftsartikel (refereegranskat)abstract
- The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome.
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