| 1. |
|
|
| 2. |
- Laksov, Klara B., et al.
(författare)
-
Assessment of teaching portfolios – challenges for reviewers
- 2023
-
Ingår i: Högre Utbildning. - : Cappelen Damm Akademisk. - 2000-7558. ; 13:2, s. 1-16
-
Tidskriftsartikel (refereegranskat)abstract
- Assessment of teaching and scientific competence should be done with equal care at appointments. Despite the fact that this has been legislated in Sweden since the 1960s, research shows that there are challenges associated with reviewing teaching portfolios. The difficulty in making qualified judgments does not only apply to hiring and promotion. As systems for awarding pedagogical competence at Swedish higher education institutions have increased, an accentuated need for competent assessors have followed. The need has been met, among other things, through a national training in peer review of pedagogical competence conducted as a collaboration between several Swedish higher education institutions. During three cohorts of the course, between 2017 and 2020, participants were asked to answer questions about perceived challenges when reviewing teaching portfolios. The responses were analyzed using thematic content analysis which resulted in five themes focusing on: organizational legitimacy, reliability, validity, constructivity and professionalism. The results provide a basis for the development of the higher education institutions’ review processes, and can provide support to experts and people who have to make decisions about employment, promotion or educational qualification and also for those who work on compiling a teaching portfolio.
|
|
| 3. |
- Laksov, Klara Bolander, et al.
(författare)
-
Granskning av pedagogisk skicklighet – utmaningar för sakkunniga : [Assessment of teaching portfolios – challenges for reviewers]
- 2023
-
Ingår i: Högre Utbildning. - : Cappelen Damm Akademisk. - 2000-7558. ; 13:2, s. 1-16
-
Tidskriftsartikel (refereegranskat)abstract
- Assessment of teaching and scientific competence should be done with equal care at appointments. Despite the fact that this has been legislated in Sweden since the 1960s, research shows that there are challenges associated with reviewing teaching portfolios. The difficulty in making qualified judgments does not only apply to hiring and promotion. As systems for awarding pedagogical competence at Swedish higher education institutions have increased, an accentuated need for competent assessors have followed. The need has been met, among other things, through a national training in peer review of pedagogical competence conducted as a collaboration between several Swedish higher education institutions. During three cohorts of the course, between 2017 and 2020, participants were asked to answer questions about perceived challenges when reviewing teaching portfolios. The responses were analyzed using thematic content analysis which resulted in five themes focusing on: organizational legitimacy, reliability, validity, constructivity and professionalism. The results provide a basis for the development of the higher education institutions’ review processes, and can provide support to experts and people who have to make decisions about employment, promotion or educational qualification and also for those who work on compiling a teaching portfolio.
|
|
| 4. |
- Laksov, Klara Bolander, et al.
(författare)
-
Granskning av pedagogisk skicklighet – utmaningar för sakkunniga
- 2023
-
Ingår i: Hogre Utbildning. - 2000-7558. ; 13:2, s. 1-16
-
Tidskriftsartikel (refereegranskat)abstract
- Assessment of teaching and scientific competence should be done with equal care at appointments. Despite the fact that this has been legislated in Sweden since the 1960s, research shows that there are challenges associated with reviewing teaching portfolios. The difficulty in making qualified judgments does not only apply to hiring and promotion. As systems for awarding pedagogical competence at Swedish higher education institutions have increased, an accentuated need for competent assessors have followed. The need has been met, among other things, through a national training in peer review of pedagogical competence conducted as a collaboration between several Swedish higher education institutions. During three cohorts of the course, between 2017 and 2020, participants were asked to answer questions about perceived challenges when reviewing teaching portfolios. The responses were analyzed using thematic content analysis which resulted in five themes focusing on: organizational legitimacy, reliability, validity, constructivity and professionalism. The results provide a basis for the development of the higher education institutions’ review processes, and can provide support to experts and people who have to make decisions about employment, promotion or educational qualification and also for those who work on compiling a teaching portfolio.
|
|
| 5. |
- Oldsjö, Fredrik, et al.
(författare)
-
Hur kan vi förbättra bedömningen av pedagogisk skicklighet? : Erfarenheter från den nationella sakkunnigkursen
- 2018
-
Ingår i: nu2018 - Det akademiska lärarskapet.
-
Konferensbidrag (refereegranskat)abstract
- Pedagogisk skicklighet anses av många vara svårbedömd men under det senaste dryga decenniet har en mer reflekterad praktik kring dessa bedömningar börjat utvecklas. En åtgärd för att stödja en sådan utveckling har varit satsningen på en nationell sakkunnigkurs, där universitetslärare från många olika lärosäten har mötts för att utveckla sin kompetens i och utbyta erfarenheter om kollegial bedömning av pedagogisk skicklighet.Genom ett samarbete mellan flera lärosäten i Sverige har sedan 2010 en nationell kurs för pedagogiskt sakkunniga anordnats vid sex tillfällen (http://www.swednetwork.se/ny-kurs-forpedagogiskt-sakkunniga-under-vt-17/). Det övergripande syftet med kursen är att stärka bedömningen av pedagogisk skicklighet genom att främja professionella bedömningsprocesser och sakkunnigutlåtanden av hög kvalitet.Kursen riktar sig till personer i akademien som vill utveckla sin förmåga att bedöma pedagogisk skicklighet vid tjänstetillsättning, ansökan om befordran, ansökan om docentur eller ansökan till en pedagogisk karriärväg. Hittills har 125 deltagare från 24 lärosäten i Sverige genomgått kursen. Bland deltagarna märks lärare som anlitas som pedagogiskt sakkunniga, ordförande och ledamöter i lärarförslagsnämnder, samt högskolepedagogiskt ansvariga som utvecklar eller samordnar lokala pedagogiska meriteringsvägar.Kursen omfattar två veckors arbete och syftar till att utveckla deltagarnas förmåga att bedöma pedagogisk skicklighet genom granskning av underlag i form av pedagogiska portföljer eller motsvarande. Varje deltagare får under kursens gång granska fem olika ansökningar och ska skriva två sakkunnigutlåtanden över tidigare ej bedömda underlag som sedan delges portföljförfattarna. Deltagarna delas in i grupper som leds av en mentor och får i grupperna löpande diskutera de frågor som uppstår i arbetet med olika portföljer och olika lärosätesspecifika kriterier för pedagogisk skicklighet. Vilka brister finns i den aktuella dokumentationen av pedagogisk skicklighet och hur kan sakkunnigutlåtandet stimulera till vidare utveckling av den pedagogiska meritportföljen och till ökad förståelse generellt av hur en fungerande och autentisk dokumentation bör se ut? Hur bör ett sakligt och tydligt utlåtande utformas för att på bästa sätt ge återkoppling till uppdragsgivare och sökande lärare?Kursledare och mentorer för respektive deltagargrupper är personer med gedigen erfarenhet av att som sakkunnig bedöma pedagogisk skicklighet. Kursledarna är verksamma vid olika lärosäten och representerar för närvarande Lunds universitet, Mälardalens högskola, Stockholms universitet, Umeå universitet och Uppsala universitet. Kursledarna har drivit kursen med stöd av sina respektive lärosäten och av det nationella högskolepedagogiska nätverket Swednet.Presentationen kommer att beröra följande frågeställningar:Vad är för- och nackdelarna med att kursen bidrar till utvecklingen av en nationell samsyn i bedömningen av pedagogisk skicklighet?Hur påverkas bedömningen av ämnesdidaktik och forskningsanknytning av att kursens deltagare är från olika discipliner?Vad innebär det att diskutera bedömning av pedagogisk skicklighet för sig, utan att samtidigt diskutera bedömning av vetenskaplig skicklighet?Frågorna diskuteras utifrån utvärderingar av genomförda kurser som illustrerar deltagarnas åsikter om kursen och hur de i efterhand ser på värdet av kursen.ReferenserMeizlish, Deborah & Kaplan, Matthew (2008). “Valuing and Evaluating Teaching in Academic Hiring: A Multidisciplinary, Cross-Institutional Study”. I The Journal of Higher Education, Vol. 79, No. 5, pp. 489-512.Olsson, Thomas & Roxå, Torgny (2013). “Assessing and rewarding excellent academic teachers for the benefit of an organization”. I European Journal of Higher Education , 3:1, pp. 40-61.Ryegård, Åsa & Apelgren, Karin & Olsson, Thomas (Red.) Att belägga, bedöma och belöna pedagogisk skicklighet. Uppsala: 2010. https://gupea.ub.gu.se/bitstream/2077/22232/1/gupea_2077_22232_1.pdfTrevitt, Chris & Stocks, Claire (2012). “Signifying authenticity in academic practice a framework for better understanding and harnessing portfolio assessment”. I Evaluation in Higher Education, 37:2, pp. 245-257.
|
|
| 6. |
- Olsson, Thomas, et al.
(författare)
-
Assessment of teaching skills : experiences from a national course for prospective assessors of pedagogical qualifications
- 2012
-
Konferensbidrag (refereegranskat)abstract
- Appointment and promotion of academic teachers in Sweden is regulated by the Higher Education Ordinance, together with local appointment rules at University level, and complementary instructions at Faculty level. Universities have local definitions of pedagogical qualifications and local assessment criteria. External experts are used more or less regularly in the assessment procedure but the routines, and therefore the prerequisites for assessment, vary considerably between universities.Similar to most European universities the autonomy of Swedish universities has increased considerably during recent years. During the process of writing new local appointment rules, quality assurance of the procedure for assessing pedagogical qualifications has been much debated. The role of external experts, and how teacher appointment committees use expert assessments, has been debated in a report from Uppsala University (Ris, Hartman & Levander, 2011). Education of external experts, especially assessors of pedagogical qualifications, is highlighted as a priority.We present a national course for assessors of pedagogical qualifications that has been given on two occasions at Uppsala University, with Umeå University as the course manager. The aim of the course is to enhance the potential to assess pedagogical qualifications at universities locally by offering support and education at a national level. Assessments by experts could potentially act as drivers for quality enhancement if they contain constructive developmental feedback. This aspect is a fundamental part of the course.The course was developed as cooperation between universities that previously have collaborated in a major project about the Scholarship of Teaching and Learning in Swedish Higher Education (Ryegård, Apelgren & Olsson, 2010). During the course, corresponding to one week of full-time work, each participant assesses five teaching portfolios and writes two assessments. The course work is both performed on an individual basis, and carried out in groups. Experienced assessors serve as mentors during the entire process. It is important to point out that completion of the course does not mean any authorisation as a potential external expert. This is a process entirely governed by each individual university.During the session we will discuss our experiences from local arenas and the national Swedish perspective, and also broaden our discussions, together with session participants, to an international level. Although local definitions and assessment criteria seem to differ a great deal, a common perspective based in the Scholarship of Teaching and Learning is evident.
|
|
| 7. |
|
|
| 8. |
- Olsson, Thomas, et al.
(författare)
-
How can we improve assessment of pedagogical competence? : Experiences from a national Swedish course.
- 2018
-
Ingår i: ISSOTL18 - Toward a Learning Culture. ; , s. 121-122
-
Konferensbidrag (refereegranskat)abstract
- Assessment of pedagogical competence is often considered difficult and challenging, but during the last 10‐15 years a more reflected and scholarly practice has developed (Ryegård et al., 2010; Olsson & Roxå, 2013). In Sweden, this development has been supported on a national level by offering a course for prospective assessors organized through a cooperation between several universities. The course has been given on six occasions since 2010 and academics from different disciplines, faculties and universities meet (on campus and online) to develop their assessment skills and exchange experiences about peer‐review based assessment of pedagogical competence. The overall aim of the course is to strengthen the assessment of pedagogical competence by promoting professional assessment processes and expert assessments of high quality. The course is aimed for academics who want to develop their ability to assess pedagogical competence as part of assessments of applications for appointment, promotion or teaching awards. Among the participants we find teachers who act as pedagogical experts, chairpersons and members of teacher appointment committees, as well as university teachers who develop or coordinate local pedagogical reward systems. So far, 125 participants from 24 universities have completed the course.The presentation will address the following issues: The course could contribute to the development of a national consensus in the assessment of pedagogical competence. Which are the advantages and disadvantages of this development? How is the assessment of teaching and learning in the disciplines (subject didactics) and connections to research affected by the fact that the participants in the course are from different disciplines? What does it mean to discuss assessment of pedagogical competence without discussing assessment of scientific competence at the same time? Which are the shortcomings in the documentation and how can the expert assessment and feedback stimulate further development of the portfolio and an increased understanding of how an authentic documentation could be presented? How should a clear assessment of high quality be formulated to give feedback to universities as well as applicants (Meizlish & Kaplan, 2008; Trevitt & Stocks, 2012)? These questions are discussed based on evaluations of completed courses that illustrate participants’ views on the course and how they afterwards reflect on the value of the course.Course leaders and mentors are academics with extensive experience in assessing pedagogical competence. The course leaders have given the course with the support of their respective universities and the national educational network Swednet (a member of ICED).
|
|
| 9. |
|
|
| 10. |
|
|
