| 1. |
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
|
|
| 11. |
|
|
| 12. |
|
|
| 13. |
|
|
| 14. |
- Dragemark, Anne, 1953
(författare)
-
The Use of Self-Assessment in the LENTEC Project
- 2004
-
Ingår i: The LENTEC Guide to Learning English : problem-based learning in virtual mobility projects, red. Polly Perkins and Anja van Kleef. Malmö: LENTEC partners. ; , s. 34-45
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 15. |
|
|
| 16. |
|
|
| 17. |
|
|
| 18. |
- Dragemark Oscarson, Anne, 1953, et al.
(författare)
-
Att läsa bedömningsuppdraget: Ett textanalytiskt exempel från tidigare svenska och finländska läroplaner
- 2023
-
Ingår i: Educare - Vetenskapliga skrifter. - 1653-1868. ; :2, s. 210-242
-
Tidskriftsartikel (refereegranskat)abstract
- The last decades have seen regular and frequent modifications of the wording of school curricula in the Nordic countries together with increased appeals from teachers for further clarification. The paper analyzes how assessment of the subject English is presented in Sweden and Finland at the lower and upper secondary levels. The aim was to explore how much space was given to assessment in the texts, the types of expectations on school staff the texts generate, and the competences required to meet these, while considering the predominant curriculum theories reflected in these texts. It is a comparative case study combining qualitative and quantitative methods. The results show an imbalance between the two countries when it comes to space allocated to assessment. The Finnish curriculum is more extensive and distinct compared to the Swedish one. In both countries teachers’ main obligation is to make assessments based on knowledge and praxeological competence. Systematic and deliberative curriculum theory permeates both, but the shorter Swedish general guidelines give more space for local interpretation than the more detailed Finnish guidelines. Nevertheless, there are several issues in both curricula that can cause ambiguity. The importance of more distinct and transparent guidelines is thus apparent.
|
|
| 19. |
|
|
| 20. |
|
|
| 21. |
- Dragemark Oscarson, Anne, 1953, et al.
(författare)
-
Expected Teacher Assessment Literacy in Sweden
- 2019
-
Ingår i: Linguapeda Seminar, Helsingfors, 17th and 18th of May 2019..
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Swedish school policy documents place high expectations on teacher assessment literacy (TAL), and they leave considerable room for local deliberation. Therefore it is important to examine what exactly the curricula state about assessment and grading, how much space they devote to assessment and hence to clarify expectations on English teachers’ knowledge of various assessment strategies.
|
|
| 22. |
|
|
| 23. |
|
|
| 24. |
|
|
| 25. |
|
|
| 26. |
- Dragemark Oscarson, Anne, 1953
(författare)
-
Same Paper, Same Grade?
- 2018
-
Ingår i: ASEAN-ELT 2018. - Malaysia.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The degree project papers at the end of university studies are generally seen as a reliable indication of the level of scholarship that students have achieved, but the quality of these papers are highly dependent on whether university lecturers have a common understanding of the set criteria with which they are assessed by. In a small interview study (N=5) examiners where asked to assess the same three Master of Education thesis and describe their thinking and rationale for the given grades with the purpose of gaining an added understanding of what the lecturers deemed most important in students written work. The results indicate that there is a common discourse among the assessors but that in practice, the results may vary widely within a department. Lecturers need to address these issues through further analyses and bench-marking but also through an awareness of the discrepencies which may result in unfair student assessements.
|
|
| 27. |
|
|
| 28. |
- Dragemark Oscarson, Anne, 1953
(författare)
-
Self-Assessment of Writing in Learning English as a Foreign Language. A Study at the Upper Secondary School Level
- 2009
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main aim of this study is to explore the role of self-assessment in EFL learning in developing lifelong language learning skills and in furthering the development of more comprehensive and thereby fairer assessment practices. The study explores how upper secondary school students perceived their own general and specific writing abilities in relation to syllabus goals and whether these perceptions are affected by self-assessment practices. It also explores students’ and teachers’ experiences of integrating self-assessment into everyday classroom practice. The study is based on the theory that metacognitive skills such as self-regulation and self-monitoring are important for the development of autonomous learning skills. Two teachers and four groups of Swedish upper secondary students participated in the study during one school year. Using grades, students self-assessed the results of two written assignments, namely a classroom writing assignment and a written test task. The classroom writing assignment was also analyzed linguistically by the researcher. The two teachers and eight student focus groups were interviewed about their experiences at the end of the study. The results of the study showed that at the group level students were well able to assess their general writing results in relation to the criterion (the teachers’ grades). At the individual level the results were more variable, partly depending on the type of writing activity assessed and on the amount of practice students had had of self-assessment. Students’ assessments of their writing ability in general showed a stronger relationship with teachers’ grades than did students’ assessments of their results in a particular classroom writing assignment. Students’ assessments tended to become more realistic with practice. The results also showed that the specific writing skills that students at upper secondary school focused on in their writing are spelling and grammar, rather than other skills such as sentence structure, vocabulary, paragraphing and punctuation skills. Students were self-critical with regard to these skills and tended to underestimate their performance in relation to the researchers’ assessment of the same. Students and teachers were positive to the incorporation of self-assessment activities in the EFL writing classroom and saw it as a transferable skill that underpins lifelong learning in other subject areas. The method used in a classroom assignment, where the writing process approach was coupled to self-assessment questions and non-corrective feedback from the teacher, was found to be a practical way of helping students become more aware of their language skills and language levels. Both teachers and students considered student self-assessments as contributing valuable additional information to ordinary tutoring and testing. The implications for EFL writing are that syllabus goals that encourage student responsibility and autonomy are viable and realistic, but students need to practice self-assessment, preferably from an early age, to become adept at employing the approach effectively on a regular basis.
|
|
| 29. |
- Dragemark Oscarson, Anne, 1953
(författare)
-
Självbedömning av skriftlig produktion - en aspekt av formativ bedömning
- 2011
-
Ingår i: Svenskämnet i förändring? Perspektiv på de nya kurs- och ämnesplanerna. Svensklärarnas årsskrift 2011. Redaktörer: Madeleine Ellvin, Gustaf Skar och Michael Tengberg. ; :234, s. 100-110
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
|
|
| 30. |
|
|
| 31. |
- Dragemark Oscarson, Anne, 1953, et al.
(författare)
-
Swedish pre-service language teachers' understanding of key elements of summative assessment
- 2021
-
Ingår i: AAAL.
-
Konferensbidrag (refereegranskat)abstract
- Summative assessments, especially in the form of testing and grading, are a powerful exercise of authority and “Teachers often seem unable to [...] resist external impositions when they are regressive. This may in part be because of a lack of conceptual assessment tools to evaluate and construct counter arguments, or the practical skills to investigate tests [and] test use” (Fulcher, 2012, p. 114) Therefore, both language educators and language teachers need to be “competent in the principles and practice of language assessment” (Harding & Kremmel, 2016, p. 101) and to “demonstrate the knowledge and skills required to coherently align classroom and large-scale assessment” (Pastore & Andrade, 2019, p. 130). The construct of summative assessment literacy (SAL) thus incorporates knowledge, practice and dispositions and draws on established theoretical concepts (e.g. validity) (Bachman & Palmer, 2010). This study is based on the notion that “teacher cognitions and practices are mutually informing” (Borg, 2003, p. 81) and investigates pre-service teachers’ perceptions and conceptual understanding at the end of their teacher education. Specifically the research questions focus on how they express the difference between summative and formative assessments, what constitutes good testing practice and how critical terms (e.g. validity, authenticity) are understood or misconceived in relation to language assessment. The data was collected during the last semester of teacher education at two major Swedish universities through three open-ended questions in an extensive online survey (N=40) and semi-structured, in-depth interviews (N=20). The initial results based on qualitative content analysis procedures indicate that pre-service teachers have a praxeological and socio-emotional understanding (Pastore & Andrade, 2019) of assessment and testing, but when it comes to several key concepts such as validity their comprehension is often superficial. The results better our understanding of pre-service teachers’ summative assessment literacy and enables us to improve assessment components language teacher education.
|
|
| 32. |
- Dragemark Oscarson, Anne, 1953, et al.
(författare)
-
Swedish pre-service language teachers’ understanding of key elements of summative assessment
- 2021
-
Ingår i: American Association for Applied Linguistics Conference. - : American Association for Applied Linguistics Conference.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Summative assessments, especially in the form of testing and grading, are a powerful exercise of authority and “Teachers often seem unable to […] resist external impositions when they are regressive. This may in part be because of a lack of conceptual assessment tools to evaluate and construct counter arguments, or the practical skills to investigate tests [and] test use” (Fulcher, 2012, p. 114) Therefore, both language educators and language teachers need to be “competent in the principles and practice of language assessment” (Harding & Kremmel, 2016, p. 101) and to “demonstrate the knowledge and skills required to coherently align classroom and large-scale assessment” (Pastore & Andrade, 2019, p. 130). The construct of summative assessment literacy (SAL) thus incorporates knowledge, practice and dispositions and draws on established theoretical concepts (e.g. validity) (Bachman & Palmer, 2010). This study is based on the theory that “teacher cognitions and practices are mutually informing” (Borg, 2003, p. 81) and investigates pre-service teachers’ perceptions and conceptual understanding at the end of their teacher education. How is the difference between summative assessments and formative expressed and what constitutes good testing practice? How are certain terms (e.g. validity, authenticity) understood or misconceived in relation to language assessment? The data was collected during the last semester of teacher education at two major Swedish universities and derives from three open-ended questions (N=40) in an extensive online survey. Semi-structured, in-depth interviews (N=20) were also conducted. The initial results based on qualitative content analysis procedures indicate that pre-service teachers have a praxeological and socio-emotional understanding (Pastore & Andrade, 2019) of assessment and testing, but when it comes to several key concepts such as validity their comprehension is often superficial. The results aim to better our understanding of pre-service teachers’ summative assessment literacy and thus enables us to improve language teacher education.
|
|
| 33. |
- Dragemark Oscarson, Anne, 1953, et al.
(författare)
-
Using the CEFR in the foreign language classroom
- 2011
-
Ingår i: Mader, J & Urkun, Z.(eds), Putting the CEFR to Good Use. Proceedings from the International Association of Teachers of English ss a Foreign Language (IATEFL)(TEA SIG) Conference, Barcelona 28-31 Oct. 2010.. - 9781901095371 ; , s. 84-92
-
Konferensbidrag (refereegranskat)abstract
- This paper describes work undertaken in order to investigate the usefulness of CEFR-related concepts and materials in everyday classroom settings. The educational context is a research project which aimed to explore language teachers’ acquaintance with and use of various forms of assessment, in particular approaches that support the development of autonomous study skills and learner self-assessment of achievement. Various methodological procedures were employed for the collection of research data, including a questionnaire survey, teacher interviews, and an empirical try-out.
|
|
| 34. |
- Fröjdendahl, Birgitta, et al.
(författare)
-
Learning about summative assessment: What pre-service language teachers’ want and need to know
- 2021
-
Ingår i: Research on higher education conference. - Orebro : https://www.oru.se/english/about-us/centre-for-academic-development/behallare/research-on-higher-education-2021.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper is twofold. First, it examines pre-service language teachers' perceptions of, and perspectives on, summative assessment literacy (SAL). Secondly, it focuses on what the regulatory framework stipulates as well as what research on assessment shows. Hence, in light of empirical and theoretical perspectives as well as policy documents for higher education and for school, an analysis of the findings will be conducted. The empirical knowledge derives from teacher education (TE) for lower- and upper secondary school – on-campus courses as well as teaching practice in schools – at three universities in the Nordic countries. Results will be presented from surveys (s=90) and semi-structured interviews (n=25) with pre-service teachers. The theoretical framework includes language assessment literacy (Inbar-Lourie, 2017; DeLuca, 2012, Scarino, 2013). Furthermore, constructivist grounded theory, pre-service language teacher cognition as well as phenomenography and heutagogy will form a methodological approach to thematic coding and analysis of the material (Charmaz, 2014; Borg, 2015; Marton & Booth, 1997; Entwistle, 1997, Åkerlind, 2018; Glassner & Back, 2020). Preliminary results from the interviews showed that a majority of the pre-service language teachers thought that they could define assessment terminology and that they were familiar with concerns about validity in SA. With regard to statistical frequency in the survey, a majority of the students (86.5 %) stated that they had considerable understanding of validity in SA, while others thought that they had either full (13.5 %), some (38.2 %) or little understanding (3 %). One recurring feature in the interviews was that the respondents needed to be reminded about the theoretical definition of the terms. Nevertheless, it became obvious that they knew and could describe the practical implications of validity in follow-up questions. This result tallies with the fact that in ten interviews at one university, for example, merely two of the pre-service teachers argued that studying assessment theory as well as relevant school policy documents on campus provided a practicable knowledge base while the rest of the same cohort agreed but complained about the focus on theory and policy documents in courses held on campus. That is to say, these students would prefer TE to include a substantial amount of time devoted to school practice, rather than to theoretical studies at university. Similarly, it is significant that only two students referred to researchers, while the rest employed an empirically-based discourse, rather than a theoretically-oriented one with references.
|
|
| 35. |
- Fröjdendahl, Birgitta, 1955-, et al.
(författare)
-
Pre-service teachers’ summative assessment literacy. Reflections on teacher education
- 2021
-
Ingår i: EARLI 2021 Online. - : European Association for Research on Learning and Instruction. ; , s. 47-47
-
Konferensbidrag (refereegranskat)abstract
- The aim of this paper is threefold. First, it examines what the TE programmes at three universities offer pre-service language teachers with regard to instruction and training in summative assessment (SA). Secondly, it analyses pre-service language teachers' responses to questions about SA at these universities. Thirdly, it addresses issues in the interface between on-campus courses and teaching practice, such as the validity of courses that are offered and examined by universities but that are conducted primarily in schools with local supervisors. Conclusions were drawn from analyses of policy documents for the three universities. Furthermore, semi-structured interviews (n=25) with pre-service teachers and surveys (n=90) from the same cohorts have been collected. The results of the present study showed that the authorities involved provide general requirements about subject-specialized knowledge of assessment and grading for local deliberation. This approach can both create opportunities and challenges for academics. On the one hand, they are entrusted with the task of teaching students knowledge and understanding as well as the skills needed for implementing assessment. On the other hand, such an unrestricted mandate can involve threats to validity in that deliberations on the micro-, meso- and macro levels may vary. Pre-service teachers in our project faced similar challenges and where neither offered the same amount of instruction on campus for various language subjects, nor during practicum.
|
|
| 36. |
- Hilden, Raili, et al.
(författare)
-
Pre-service language teachers’ grading literacy: perceptions of grading in three university programs in Finland and Sweden
- 2024
-
Ingår i: Cogent Education. - 2331-186X. ; 11:1
-
Tidskriftsartikel (refereegranskat)abstract
- The objective of this study is to expand teachers’ knowledge base of assessment in teaching by exploring pre-service language teachers’ construct of grading literacy during their pedagogical studies and immediately after. We conceptualize pre-service language teachers’ grading literacy with a literature-based flow model of decision-making comprising six major phases. These involve (1) mobilizing grading related knowledge, skills and dispositions, (2) distinguishing relevant assessment events, (3) identifying and filing evidence, (4) interpreting assessment rubrics, (5) making the grading decision, and (6) communicating it to stakeholders. The decision trajectory is constrained by individual and social factors. The research questions address pre-service teachers’ perceptions of the multiple components, primarily the evidence base of a grade. The data comprise survey responses (n=131) and interview data (n=26) from three universities, one in Finland and two in Sweden. Regarding the factorial structure, variables incorporating process and disposition aspects provided the strongest explanatory the most frequently attended grading evidence comprises written and oral tests. Pre-service teachers in Finland and Sweden differ with regard to most aspects of what evidence they base their grading on. The interview responses confirm pre-service teachers’ high awareness of the complex nature of grading and the responsibility attached to the endeavour. Based on the findings we propose recommendations for teacher education programs to broaden and enrich pre-service teachers’ grading practice to encompass processual and progress aspects. Increased attention should be paid to practical implementation of grading standards and guidelines in interpreting and justifying grading decisions.
|
|
| 37. |
- Hildén, Raili, et al.
(författare)
-
Pre-service teachers' beliefs about summative assessment practices
- 2021
-
Ingår i: LTRC 2021 Program Book. - : International Language Testing Association (ILTA). ; , s. 71-71
-
Konferensbidrag (refereegranskat)abstract
- The theoretical framework of teacher assessment literacy (TAL) draws on several recent models (DeLuca et al., 2016; Fulcher, 2012; Hildén & Fröjdendahl, 2018; Xu and Brown, 2016) incorporating knowledge, skills and dispositions as core components of TAL. All these dimensions are be nurtured in teacher education to promote pre-service language teachers´ summative assessment literacy (Borg, 2015; DeLuca & Klinger, 2010; Volante & Fazio, 2007). This study addresses pre-service teachers’ beliefs about the importance of summative assessment practices (RQ1), and the val ue they plan to assign to the different components when grading their future students (RQ2). We also ex amine conceivable differences across backgrounds variables teacher education program, gender and age (RQ3). The data are derived from an online survey (n=51) and semi-structured interviews (n=15) conducted at two universities in Sweden and one in Finland at the end of the students’ subject teacher education program. Regarding intended practices, the tentative results suggest the primacy of informing students about targets and grading criteria, cooperating with other teachers in conducting assessments, and the use of national core curriculum in designing assessment tasks. Less value was given to using on-line tests and ready-made materials published on paper or online. When grading students, the pre-service teachers emphasized written and oral tests more than process-oriented evidence as p ortfolio samples. Some significant differences appeared between the selected background variables. Judging from the findings, fairness and validity issues like transparency, openness curricular alignment of summative assessment are widely acquired by the pre-service teachers investigated.
|
|
| 38. |
- Hildén, Raili, et al.
(författare)
-
Summative assessment in principle and practice – Finnish Language teacher students speak their minds
- 2021
-
Ingår i: Linguapeda2021@uef.fi.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study is a part of a research project addressing pre-service language teachers’ perceptions and conceptual understanding of summative assessment at three universities in Sweden and Finland. Summative assessment is a powerful exercise of authority and bears cogent individual and societal consequences. Therefore, both language educators and language teachers need to be “competent in the principles and practice of language assessment” (Harding & Kremmel, 2016) and to “demonstrate the knowledge and skills required to coherently align classroom and large-scale assessment” (Pastore & Andrade, 2019). The construct of summative assessment literacy (SAL) thus incorporates knowledge, practice and dispositions and draws on established theoretical concepts (e.g. validity) (Bachman & Palmer, 2010). The specific research questions are 1) How Finnish teacher students express the difference between summative and formative assessments? 2) What constitutes a language test in terms of multiple dimensions of validity? The data were collected during 2019-2020 through three open-ended questions in an online survey (N=39) and semi-structured, in-depth interviews (N=5). The data were analysed with theory-driven content analysis using AtlasTi/NVivo software. The initial results indicate that pre-service teachers have a praxeological and cognitive understanding of assessment of the distinctive features and differences between formative and summative assessment. The knowledge tends somewhat superficial, yet, and conceptions of practical implementation of validity remain vague and partly controversial. The results deepen our understanding of pre-service teachers’ summative assessment literacy and enable us to develop the assessment components of language teacher education.
|
|
| 39. |
- Hilden, Raili, et al.
(författare)
-
Swedish and Finnish Pre-Service Teachers’ Perceptions of Summative Assessment Practices
- 2022
-
Ingår i: Languages. - : MDPI AG. - 2226-471X. ; 7:1
-
Tidskriftsartikel (refereegranskat)abstract
- Summative assessments are an exercise of authority and something that pupils cannot easily appeal. The importance of teachers being able to assess their pupils correctly is consequently both a question of national equivalence and individual fairness. Therefore, summative assessment is a paramount theme in teacher education, and we aimed to investigate the perceptions and competence of student teachers regarding common summative assessment practices. The study was conducted at three universities, two in Sweden and one in Finland involving prospective language teachers responding to an online survey (N = 131). In addition, interviews were carried out with 20 Swedish and 6 Finnish student teachers. The analysis of the data indicates that student teachers value practices that enhance communication and collaboration as well as the curricular alignment of summative assessments. With respect to perceived competence, the respondents in general felt most confident with deploying traditional forms of summative assessment, while they were more uncertain about process evaluation and oral skills. Regarding significant differences in the participants’ perceptions of competence among the three universities, Finnish university students reported higher levels in all variables. However, room for improvement was found at all universities involved.
|
|
| 40. |
- Hilden, Raili, et al.
(författare)
-
What counts in grading – mapping pre-service teachers´ grading literacy
- 2022
-
Ingår i: EALTA (European Association for Language Testing and Assessment) Conference 2022. - Budapest : EALTA (European Association for Language Testing and Assessment).
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The objective of this study is to explore pre-service language teachers´ construct of grading literacy during their pedagogical studies and immediately after. We map pre-service language teachers´ grading literacy conceptualised by a flow model of decision-making. The research questions address perceptions of the multiple components, more specifically the assessment evidence base of a grade. The data comprise survey responses (n=131) and interview data (n= 26) from three universities, one in Finland and two in Sweden. The most frequently attended grading evidence comprises written and oral tests. Universities differ with regard to the perceived importance of attendance, engagement in-class, in-class effort, attitude and homework. With respect to the factorial structure, variables incorporating process and disposition aspects provided the strongest explanatory force. The interview responses confirm pre-service teachers´ high awareness of the complex nature of grading and the responsibility attached to the endeavor. They also acknowledge the presence of social and cultural determinants framing teacher decision-making, as well as the impact of personal preferences and dispositions. Based on the findings we propose recommendations for teacher education.
|
|
| 41. |
- Johansson, Peter, 1967, et al.
(författare)
-
Didaktiska fördjupningskurser för universitetslärare inom och utom lärarutbildningen.
- 2011
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- 2010 föreslog Lärarutbildningsnämnden (LUN) ett projekt kallat Didaktiska fördjupningskurser för universitetslärare inom och utom lärarutbildningen, vilket skulle utföras inom ramen för PIL:s högskolepedagogiska utvecklingsverksamhet. Bakgrunden till projektet ligger i Göteborgs universitets vision om kompletta akademiska miljöer. Lärarutbildningen, som är en mycket decentraliserad utbildning, har dock mycket begränsade möjligheter att skapa en sådan miljö. Den fakultetsgemensamma forskarskolan Centrum för utbildningsvetenskap och lärarforskning (CUL) är en del av en långsiktig strategi för att skapa en komplett miljö. Vidare har LUN konstaterat att didaktiska fördjupningskurser för lärarutbildare kan vara ett annat sätt att hantera ovanstående problematik genom att skapa en gemensam högskoledidaktisk grund för lärarutbildarna på GU. Projektförslaget hade som inriktning att utveckla två högskoledidaktiska fördjupningskurser om 7,5 högskolepoäng (hp) vardera. Den första kursen skulle vara av mer allmän högskoledidaktisk karaktär och den andra kursen skulle vara riktad mot de av GU:s lärare som medverkar inom lärarprogrammen. En arbetsgrupp tillsattes för att genomföra projektet under hösten 2011. Resultatet av detta arbete är förslag till tre kursplaner (se bilaga 1, 2 och 3) om 5 hp vardera inom fältet högskolepedagogik. Dessa kurser syftar till att bygga på, fördjupa och utveckla de kunskaper och färdigheter som lärare vid GU tillägnat sig inom ramen för befintliga kurser i grundläggande högskolepedagogik som ges av PIL (HPE100-serien). Den första kursen – Allmän högskoledidaktik, 5 hp – fokuserar på grundläggande didaktiska frågor med fokus på begreppet användbarhet. Den andra kursen – Ämnesdidaktik för lärarutbildare, 5 hp – fokuserar på de interna och externa aspekter av samverkan som karaktäriserar lärarutbildningen. Den tredje kursen - Fördjupningsarbete i högskoledidaktik, 5 hp – syftar till att kursdeltagaren inom ramen för ett självständigt arbete ska utforska lärarutbildningens dubbla konstnärliga/vetenskapliga grund i relation till det egna ämnes-/kunskapsfältet. Kursernas övergripande mål är att stärka en formell och reell didaktisk kompetensutveckling av GU:s lärarkår och förväntas därigenom bidra till en ökad utbildningskvalitet inom Göteborgs universitet i allmänhet och för lärarprogrammen i synnerhet.
|
|
| 42. |
- Lindqvist, Fredrik, et al.
(författare)
-
Ready for Academic Vocabulary?
- 2018
-
Ingår i: ASEAN-ELT 2018. - Malaysia.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Academic vocabulary is an important part of studying at higher forms of education, something which is becoming increasingly important in a globalized world. There is little research done on how well prepared students deem themselves to be for the higher education requirements in e.g. English when they leave upper secondary school and whether they are able to assess their vocabulary skills with any degree of accuracy. In a master thesis a mixed method approach was used to explore this. Questionnaires were administered to a group of students enrolled in English at an upper secondary school in Sweden where they were asked to self-assess their vocabulary using the Common European Framework of Reference for Languages (CEFR). A few follow up interviews were then conducted to get a deeper understanding the students’ self-assessments. A vocabulary test was also administered and the results compared to the self-assessment. The results indicate that high performing students consider themselves well prepared for university studies but overestimate their vocabulary size and mastery of it, indicating that Swedish students may not have a realistic view of their abilities and not meet the curriculum’s goals.
|
|
| 43. |
- Lindqvist, Fredrik, et al.
(författare)
-
Self-Assessment of Academic Vocabulary among Swedish Upper Secondary School Pupils
- 2019
-
Ingår i: Pertanika Journals Social Sciences & Humanities. - 0128-7702 .- 2231-8534. ; 27:2, s. 747-772
-
Tidskriftsartikel (refereegranskat)abstract
- Academic vocabulary, an essential aspect of higher education, is becoming increasingly important for pupils to master as larger groups go on to university studies. There is however little research done on how well-prepared Swedish pupils deem themselves to be for the higher educational requirements in English as a foreign language and whether they are able to assess their vocabulary skills with any degree of accuracy. In this article, a mixed method approach was used to explore a group of pupils’ (N=45) self-efficacy, and selfassessment with regards to vocabulary size and mastery using the Common European Framework of Reference for Languages (CEFR) proficiency scales. A vocabulary test was then administered and the results were compared to their self-assessments. A few follow up interviews were conducted to get a deeper understanding the pupils’ reasoning. The results indicate that high performing pupils consider themselves well prepared for university studies but tend to overestimate their vocabulary skills, indicating that Swedish pupils may not meet the curriculum’s goals of having developed a realistic view of their language level and competence.
|
|
| 44. |
|
|
| 45. |
|
|
| 46. |
- Rinne, Ilona, et al.
(författare)
-
Examinatorers och handledares förhållningssätt till betygskriterierna
- 2019
-
Ingår i: Vetenskaplighet i högre utbildning. Franck, O. (red.). - Lund : Studentlitteratur. - 9789144130637 ; , s. 85-118
-
Bokkapitel (refereegranskat)abstract
- Lärarutbildningen, oavsett inriktning, avslutas med ett självständigt examensarbete som syftar till att stärka den vetenskapliga grunden inom professionen. Detta projekt tog sin utgångspunkt i en pilotstudie som synliggjorde examinatorers olika uppfattningar om bedömningen av självständiga examensarbeten på grundlärarprogrammet. Syftet med utvecklingsprojektet var att få mer kunskap om hur examinatorer på grund- och ämneslärarprogrammet resonerar när de bedömer examensarbeten. Projektet undersöker vilken tyngd olika examinatorer lägger vid olika kriterier, hur de resonerar när de balanserar olika aspekter mot varandra och hur de på så sätt förhåller sig till vetenskaplighet i lärarutbildningen. I projektet riktades särskild fokus mot examinatorers uppfattningar av betygskriterier i allmänhet samt mot deras bedömning av delarna metod och teori, resultat och analys, språk och struktur i synnerhet. Dessa delar valdes eftersom vår egen erfarenhet som examinatorer är att de upplevs som svåra och att uppfattningar och traditioner mellan examinatorer kan skilja sig mest här. Projektet bidrar till att öka vetenskapligheten i lärarutbildningen genom att synliggöra hur examinatorer som utgår ifrån samma betygskriterier tolkar dem när de bedömer några examensarbeten. På så vis kan de problemområden som behöver utvecklas belysas och diskuteras. Inte minst öppnar projektet för en diskussion om huruvida lärarutbildningen vilar på vetenskaplig grund om det råder bristande samsyn bland examinatorer angående vad som är godtagbar kvalitet.
|
|
| 47. |
|
|
| 48. |
- Yildirim, Ali, 1962, et al.
(författare)
-
Collaborative Workspace on Developing Summative Assessment Literacy
- 2021
-
Ingår i: European Association for Research on Learning and Instruction Conference. - Gothenburg : European Association for Research on Learning and Instruction Conference.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this collaborative workspace is twofold: (1) introduce an ongoing research project on pre-service and novice language teachers’ development of summative assessment literacy funded by the Swedish Research Council (2019-21), and (2) discuss the preliminary results within the context of previous research and relevant theoretical models in order to establish a broader research collaboration for studying the development of summative assessment literacy through pre-service teacher education. There are different approaches to developing summative assessment literacy such as “assessment for learning” and “assessment of learning,” and it is critical to analyze the impact of these approaches and the respective learning opportunities (courses, seminars, practices, etc.) on pre-service teachers' development of summative assessment literacy.
|
|
| 49. |
- Yildirim, Ali, 1962, et al.
(författare)
-
Developing summative assessment literacy: Novice language teachers´ perceptions in Sweden and Finland
- 2022
-
Ingår i: 22nd American Educational Research Association Conference.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study is to investigate the sources of summative assessment literacy for novice language teachers in Sweden and Finland. Data were collected from a group of novice teachers who graduated from three universities through a questionnaire and a semi-structured interview, and analyzed through descriptive statistics and content analysis. The results indicate that teachers perceive teacher education as the main source of their conceptual understanding while they attribute their skills mostly to experience in schools. Swedish and Finnish teachers present similar and different perceptions of the role of teacher education in developing their summative assessment literacy.
|
|
| 50. |
- Yildirim, Ali, 1962, et al.
(författare)
-
Teaching Summative Assessment: A Curriculum Analysis of Pre-service Language Teacher Education in Sweden and Finland
- 2021
-
Ingår i: AERA 2021.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study is to investigate the curricular manifestation of summative assessment literacy in three language pre-service teacher education programs in Sweden and Finland through a document analysis. Data sources included program guidelines, course curricula and study guides. A thematic content analysis was used to code the data based on a theoretical framework involving conceptual understandings, skills and dispositions in summative assessment. The results indicate that all programs emphasize the basic assessment concepts such as validity and alignment with curriculum goals as well as using the results of summative assessment with a formative approach, such as feedback on teaching and learning processes. There are differences in the way summative assessment is addressed through stand-alone and embedded courses, and in specific literacy areas emphasized.
|
|
