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- Andersson, Björn, 1939, et al.
(författare)
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Att förstå naturen - från vardagsbegrepp till kemi, sex "workshops"
- 2003
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Rapporten behandlar hur elever förstår centrala aspekter av kemin. Först kommer tre workshops om materiens bevarande, byggnad respektive faser. Därefter tas blandning, lösning och vattnets kretslopp upp. Som avslutning kommer två workshops om ämnen respektive kemiska reaktioner.
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- Bach, Frank, 1958, et al.
(författare)
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Att betygsätta elevers kunskaper – möjligheter och begränsningar : Grading pupils' knowledge – possibilities and limitations
- 2019
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Ingår i: NorDiNa : Nordic Studies in Science Education. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 15:2, s. 150-173
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Tidskriftsartikel (refereegranskat)abstract
- National tests in the natural sciences for grade 6 were carried out 2013 - 2015. One aim was to provide information about students’ scientific knowledge according to the “abilities”: communicating, exploring and explaining, as stated in the syllabus. Are these “abilities” possible and reasonable to distinguish from each other? Answers (60,000) were used for exploratory and confirmatory factor analyses and controlled for dimensionality in a Rasch model. The results show that the tests mainly capture one overall ability. It was not possible to separate the three “abilities” in a reliable way. Thus, our analyses show that dividing the test into subscales for grading the “abilities” jeopardize test validity. A more reliable option might be to let students’ strong and weak performances in relation to different parts of the syllabus compensate for each other. Lastly we discuss our results in relation to the Swedish educational legislation.
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- Bach, Frank, 1958, et al.
(författare)
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De nationella proven i NO åk 6 - Skillnader i resultat mellan olika grupper
- 2015
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Ingår i: Educare. - 1653-1868. ; 2015:2, s. 48-70
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Tidskriftsartikel (refereegranskat)abstract
- In the spring of 2013 national tests in biology, physics and chemistry in grade 6 were implemented for the first time in Sweden. Data collected in connection to the tests are used to analyse student performance at different levels. This paper reports on differences in performance in biology, physics and chemistry between teaching groups, as well as differences in results related to gender and Swedish / Swedish as a second language. Comparisons are also made with results from TIMSS 2011, which tested the same group of students. Analyses were carried out with the aim to discuss equity in science education in Swedish schools. Overall, the results indicate that differences in student performance related to teaching group have increased since 2011 and that differences depending on the linguistic background are considerable. Additionally, girls perform better than boys in all science subjects. All these differences are large enough to be paid attention to on political levels and by principals and teachers. Both overall structural changes and changes in teaching and learning activities in schools are needed to increase equity in science education.
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- Bach, Frank, 1958, et al.
(författare)
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Finns förmågorna? - Att betygsätta elevers kunskaper: möjligheter och begränsningar
- 2017
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Ingår i: Nordic Research Symposium on Science Education, NFSUN.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The current Swedish national curriculum is often interpreted as if distinct abilities exist, that can be assessed. During 2013-2015 national tests in science subjects for grade six were carried out. One clear assignment was then to provide information about students' scientific knowledge in relation to three so-called abilities: communicate, explore and explain. But is it possible to empirically distinguish the so-called abilities from one another in the students' answers? Exploratory and confirmatory factor analysis was used on more than 60,000 students´ answers to investigate this. The results show that an overall ability is a more reasonable option. There is thus no empirical support for providing grades with special conditions linked to so-called abilities. This will jeopardize test validity and thus also the valid basis for grading. A more reliable option is probably to let the student's strong and weak performances in relation to different parts of the syllabus compensate each other.
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