| 1. |
- Andersson, Christian, et al.
(författare)
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PISA 2018 : did Sweden exclude students according to the rules?
- 2023
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Ingår i: Assessment in education. - : Taylor & Francis. - 0969-594X .- 1465-329X. ; 30:1, s. 33-52
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Tidskriftsartikel (refereegranskat)abstract
- This study assesses whether student exclusions from PISA 2018 in Sweden followed the criteria set by the OECD. We do this using both qualitative and quantitative methods. Our conclusion is that the exclusions made in PISA 2018 in Sweden did not follow OECD criteria and were much too high. Furthermore, interviews with school coordinators indicate that many of them misunderstood the OECD criteria. We also conclude that the National Agency for Education did not sufficiently follow up on exclusions. A review of the Swedish exclusion rate made by the OECD did not present credible results but accepted the results. A recalculation of PISA 2018 scores for Sweden where we assume non-participating students to be low performers show that results are significantly affected.
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| 2. |
- Andersson, Catarina, 1964-, et al.
(författare)
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Reasons for teachers' successful development of a formative assessment practice through professional development : a motivation perspective
- 2018
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Ingår i: Assessment in education. - : Routledge. - 0969-594X .- 1465-329X. ; 25:6, s. 576-597
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Tidskriftsartikel (refereegranskat)abstract
- Formative assessment has been shown to have the potential to significantly enhance student achievement, but a strong research base about how to support teachers to implement such a practice is lacking. This is particularly so for a conceptualisation of formative assessment as a unity of integrated formative assessment strategies. The aim of this study is to investigate why the mathematics teachers who participated in a successful professional development programme in formative assessment developed their formative classroom practice to such an extent that it had a significant impact on student achievement. An analysis of data from teacher questionnaires and interviews shows that the teachers' actions can be explained by expectancy-value theory of achievement motivation. Characteristics of the professional development programme that the teachers experienced as important for their development of a formative classroom practice are identified, and the characteristics' affordances for the development of the teachers' expectancy and value beliefs are discussed.
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| 3. |
- Anker-Hansen, Jens, 1974-, et al.
(författare)
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Challenging and Expanding Science Teachers’ Assessment Repertoires Through Social Moderation
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Ingår i: Assessment in education. - 0969-594X .- 1465-329X.
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Tidskriftsartikel (refereegranskat)abstract
- Curriculumreforms in Sweden have gradually shifted science education syllabi towards amore citizen-oriented science. Swedish science teachers have expresseduncertainty how to assess new syllabi standards concerning communication,source critique and decision-making. Research indicates that assessmentmoderation meetings, where teachers meet and assess together, are more helpfulto teachers in development of a joint assessment practice than externallyproduced tests. This article reports from an intervention study thatinvestigates the possibilities for using assessment moderation meetings forexpanding teachers’ assessment repertoires for challenging aspects of thescience subjects’ syllabi. Assessment moderation meetings were studied in twoschools with different discourses for assessing science and analysed with thetheory of expansive learning. Teachers for one of the schools constantlyelicited science and interpreted students’ answers, whereas the teachers fromthe other school demanded that their students elaborated scientific aspects intheir replies and expressed themselves clearly. The teachers in both schoolsalso expanded their assessment practices in different directions depending onhow they identified contradictions between prior assessment practices and newdemands. The meetings forced the teachers to listen to the multiple voices inthe group and negotiate collective changes in the assessment practice. However,teachers could choose not to follow the expansions of their colleagues.
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| 4. |
- Eklöf, Hanna, 1974-
(författare)
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Skill and will : test-taking motivation and assessment quality
- 2010
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Ingår i: Assessment in education. - : Routledge. - 0969-594X .- 1465-329X. ; 17:4, s. 345-356
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Tidskriftsartikel (refereegranskat)abstract
- An achievement test score can be viewed as a joint function of skill and will, of knowledge and motivation. However, when interpreting and using test scores, the 'will' part is not always acknowledged and scores are mostly interpreted and used as pure measures of student knowledge. This paper argues that students' motivation to do their best on the assessment - their test-taking motivation - is important to consider from an assessment validity perspective. This is true not least in assessment contexts where the assessment outcome has no consequences for the test-taker. The paper further argues that the quality of assessment of test-taking motivation also needs attention. Theoretical and methodological issues related to the assessment of test-taking motivation are presented from a validity perspective, and findings from empirical studies on the relation between test stakes, test-taking motivation and test performance are presented.
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| 5. |
- Hirsh, Åsa
(författare)
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The individual education plan : a gendered assessment practice?
- 2012
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Ingår i: Assessment in education. - : Taylor & Francis. - 0969-594X .- 1465-329X. ; 19:4, s. 469-485
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Tidskriftsartikel (refereegranskat)abstract
- The focus of this study is gendered differences and similarities in the distribution of individual education plan (IEP) targets given to pupils in Swedish schools. IEP writing is seen as part of teachers´ formal assessment practice. Through qualitative content analysis of data, two main target types emerged: learning targets, related to school subject learning; and being targets, related to personality, behaviour and attitude. Whilst the distribution of learning targets in the different sub-categories was similar for boys and girls, clear differences were found in the distribution of different types of being targets. Possible reasons for the gendered distribution of being targets are discussed from a doing-gender perspective. In addition, the paper discusses what is actually assessed in IEPs, whether there is a relation between the `ideal pupil´ and gender and whether the strong focus on being aspects detracts from focus on learning aspects.
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| 6. |
- Jonsson, Anders, et al.
(författare)
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Evaluating a large-scale implementation of Assessment for Learning in Sweden
- 2015
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Ingår i: Assessment in education. - : Routledge. - 0969-594X .- 1465-329X. ; 22:1, s. 104-121
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Tidskriftsartikel (refereegranskat)abstract
- This study reports on a large-scale implementation of Assessment for Learning (AfL) in a Swedish municipality. The implementation was founded on two principles: (1) teaching should be informed by educational research; (2) to be successful teachers' professional development needs to be based in everyday classroom practice. From these principles, AfL was chosen as a strand of educational research to inform teaching and 'Teacher Learning Communities' were chosen as a vehicle for professional development and for implementing AfL practices. Findings indicate that the project has been successful in bringing about a change in how teachers talk about teaching and learning and in changing teachers' pedagogical practice towards AfL. Findings also suggest that AfL practices are mostly teacher-centred, which means that the teachers still take most of the responsibility for the assessment. This leads to high workload for the teachers and may also hinder students from taking responsibility for their learning.
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| 7. |
- 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. - 0969-594X .- 1465-329X.
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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 tocriteria 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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| 8. |
- 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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| 9. |
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| 10. |
- Jönsson, Anders, 1970-
(författare)
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The use of transparency in the "Interactive examination" for student teachers
- 2010
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Ingår i: Assessment in education. - : Taylor & Francis. - 0969-594X .- 1465-329X. ; 17:2, s. 183-197
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Tidskriftsartikel (refereegranskat)abstract
- If the aim of education is for all students to learn and improve, then the expectations must be transparent to the students. In this study, three aspects of transparency are investigated in relation to an examination methodology for student teachers: self‐assessment criteria, a scoring rubric, and exemplars. The examinations studied were carried out in 2004, 2005, and 2006 respectively, all with a cohort of first year student teachers (n = 170, 154, and 138). There was a large difference in scores between the 2004 and 2005 cohorts (d = 3.21), when changes in the examination were implemented. The comparison between 2005 and 2006, when no changes were made, does not show a corresponding difference (d = .27). These results suggest that, by making the assessment more transparent, students’ performances could be greatly improved.
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