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| 3. |
- Bonnevier, Jenny, 1974-, et al.
(författare)
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Normers roll i ett mål- och kriterierelaterat bedömningssystem
- 2017
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Ingår i: Utbildning och Demokrati. - Örebro : Örebro universitet. - 1102-6472 .- 2001-7316. ; 26:2, s. 21-47
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Tidskriftsartikel (refereegranskat)abstract
- Relating to norms in a criterion-referenced system of evaluation.Since the 1990s, the Swedish system of evaluation is criterion-referenced. In this system, one of the main purposes of national tests is to promote equity in assessment. This article explores how teachers in the subject fields of English and Swedish in compulsory school (grades 6 and 9), understand the relationship between the act of grading and the national test results. We find that the teachers we have interviewed typically dismiss quantitative data and comparisons at aggregated levels and we argue that this dismissal has its root cause in an erroneous understanding of criterion-referenced assessment as completely independent of norms. A better, more nuanced understanding of the role of norms in criterion-referenced assessment would, we suggest, allow teachers to make better use of the potential of national tests in promoting equity.
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| 4. |
- Borgström, Eric, 1982-
(författare)
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Att skriva prov : om normer och textstruktur i gymnasieskolans skriftliga nationella prov.
- 2010
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Ingår i: Språk och stil. - Uppsala : Swedish Science Press. - 1101-1165 .- 2002-4010. ; 20, s. 132-164
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Tidskriftsartikel (refereegranskat)abstract
- The focus of this article is the national writing tests administered in Swedish upper secondaryschools. One important role of these tests is to serve as an interpretation and concretization of thecurriculum. The aim of this article is therefore to examine the textual consequences of the testsituation. The article takes a critical stance towards the test construction. The instructions say thatwhen assessing the pupils’ writing abilities, the teacher is to judge to what extent the pupils’ textscould function in the fictitious situation and genre specified in the writing task. I argue that thepupils’ texts should be understood as actions situated in a test context. Through an analysis of linearand hierarchical global text structure in pupils’ texts, I show how the writing task regularizes whatis historically institutionalized as a good text in the test situation: namely the expository essay.
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| 5. |
- Borgström, Eric, et al.
(författare)
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Bedömarvariation : Balansen mellan teknisk och hermeneutisk rationalitet vid bedömning av skrivprov
- 2014
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Ingår i: Språk och stil. - Uppsala : Adolf Noreen-Sällskapet för Svensk Språk- och Stilforskning. - 1101-1165 .- 2002-4010. ; 24, s. 133-165
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Tidskriftsartikel (refereegranskat)abstract
- It is well known from studies of inter-rater reliability that assessments of writing tests vary. In order to discuss this rater variation, we depart from two research questions: 1. How can rater variation be conceived of from a professional, i.e. teacher, perspective? 2. What characterises Swedish (mother-tongue) teachers’ assessments of writing tests? The first question is addressedi n a meta-study of previous research, and the second question is answered in a study of 14 Swedish teachers’ rating of texts from a national written composition test in upper secondary school. The results show that teachers in the same subject assess better, i.e. have less rater variation, than other groups. It is also clear that writing tests are notoriously difficult to rate. It is very rare that the correlation coefficients reach the desirable 0.7, a number that means that 50 % of the variance could be explained by shared norms. Another main result concerns criteria and tools for assessment. Such tools should be grounded in teachers’ professional expertise, in their expectations for different levels of performance. Our study reveals several situations where teachers’ professional expertise clashes with assessment criteria. The article concludes that valid assessments of tests that are high-stakes must handle both a technical rationality, i.e. the grading should be predictable from rater to rater, and a hermeneutic rationality, i.e. the grading must be based on teachers’ professional judgment
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| 6. |
- Borgström, Eric, 1982-, et al.
(författare)
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Educational policy in change – the marketization of the Swedish school through parliamentary data
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The Swedish school has undergone massive change during the last decades. Going from one of the most centralized school systems to a system dominated by marketization. This change has not come rapidly. Several scholars have argued that if we want to understand this transformation, we must study this over time. In the research project The Open Parliament Laboratory (OPaL) we aim to study this change in policy by looking at parliamentary data. By using Natural Language Processing (NLP) and discourse analysis, we shall study the political debate from the last decades, to better understand how Sweden ended up with one of the most unregulated educational systems in the world.
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| 7. |
- Borgström, Eric, 1982-
(författare)
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Skrivbedömning : om uppgifter, texter och bedömningsanvisningar i svenskämnets nationella prov
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of this dissertation, and the four studies it includes, is to investigate some ways in which the concept of writing ability is rendered concrete in different national writing tests. The dissertation combines two theoretical approaches. Assessment theory serves as a framework for the approach to national tests. Tests are understood as a practice aiming at providing evidence for the inferences teachers need to draw about students’ writing ability, in order to make decisions that are part of school practice, such as giving grades. I examine the tests from the perspective of an anthropological theory of text that takes dialogism as its point of departure and views texts as culturally valued utterances. The analyses focus on the relations between writing task, students’ texts and assessment criteria, and how these can be both in alignment and in conflict with the claims on score meaning made by different test constructions.In the first study, four students’ texts from the national writing test in upper secondary school are closely analyzed to show how a writing task regulates students’ scope for action in their texts as regards global inner structure and perspective on content. The second study investigates how a national writing test was carried out in two classrooms in primary school, and highlights the relations between the task, students’ texts and assessment criteria. In the third study, I argue that a pursuit of reliability in writing tests becomes misguided unless it takes as its starting point the definition of writing ability the tests are made to measure. In the fourth study I examine the writing tasks of the tests in upper secondary school from 2007–2012. The analysis brings four distinct and recurrent task types to the fore, from which a reconstruction of the target domain of writing within the school subject of Swedish is made.Overall, the dissertation contributes to critical reflection on the understandings of writing expressed by test constructions, and points at possible further development of writing tests, given the theoretical perspective on writing that the dissertation employs.
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| 8. |
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| 9. |
- Borgström, Eric, 1982-
(författare)
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Skrivförmåga på prov
- 2012
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Ingår i: Svensklärarföreningens årsskrift. - Stockholm : Natur och kultur. - 0349-0246. ; , s. 209-224
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Borgström, Eric, 1982-, et al.
(författare)
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Tioåringar skriver nationellt prov
- 2010
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Ingår i: Texter om svenska med didaktisk inriktning. - Malmö : Nationella nätverket för svenska med didaktisk inriktning. - 1651-9132. ; 7, s. 25-33
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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