| 1. |
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| 2. |
- Bardel, Camilla, 1963-, et al.
(författare)
-
Learning, teaching and assessment of second foreign languages in Swedish lower secondary school – dilemmas and prospects
- 2019
-
Ingår i: Apples - Journal of Applied Language Studies. - : Apples - Journal of Applied Language Studies. - 1457-9863. ; 13:1, s. 7-26
-
Tidskriftsartikel (refereegranskat)abstract
- This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.
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| 3. |
- Bardel, Camilla, et al.
(författare)
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National graduate schools in language education: Dimensions of collaboration and reciprocity
- 2023
-
Ingår i: I Erickson, G., Bardel, C., & Little, D. (eds.), Collaborative Research in Language Education: Reciprocal Benefits and Challenges. - Berlin/Boston : De Gruyter Mouton. - 1868-6362. - 9783110787535 ; , s. 179-194
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Bokkapitel (refereegranskat)abstract
- According to the Swedish Education Act, all education should be based on scientific knowledge and documented experience. Since 2008, the Swedish government has acted on this by funding national graduate schools to enable teachers and teacher educators to undertake educational research leading to an academic degree. In this chapter, we describe and discuss two such schools in language education. One brought ten lower and upper secondary teachers to a licentiate degree; the other is bringing nine language teacher educators to a PhD. The design of both programmes entailed collaboration at various levels, between Swedish universities – four in the first programme, three in the second – and between the participants in the research schools and national and international colleagues attached to the programmes as readers and discussants. A characteristic aspect of the two graduate schools that the chapter pays special attention to, highlighting benefits for the parties involved, is the reciprocity embedded in the pedagogical model used, which encompasses graduate students, researchers, schools, teachers and pupils, universities, and educational authorities.
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| 4. |
- Bardel, Camilla, 1963-, et al.
(författare)
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Offering research education for in-service language teachers
- 2017
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Ingår i: Language Teaching. - : Cambridge University Press. - 0261-4448 .- 1475-3049. ; 50:2, s. 290-293
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Since 2008, the Swedish government has launched occasional offers of funding for graduate schools aimed at practising teachers. The fundamental purpose of this initiative is to enhance quality in the Swedish school system by implementing what is stated in the Education Act, namely that education at all levels should be based upon scientific knowledge and evidence-based experience.
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| 5. |
- Bjerklund Larsson, Ann, 1951, et al.
(författare)
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Diagnosing Young Learners’ English – the development of a national tool for Swedish schools
- 2013
-
Ingår i: Paper presenterat vid The 10th Annual EALTA Conference, Istanbul, Turkiet.
-
Konferensbidrag (refereegranskat)abstract
- The start of English instruction in Sweden varies between school year one and three. Grades are not awarded until the end of school year six, but teachers are obliged to monitor their pupils’ learning from the beginning and to discuss it continuously with each child. Furthermore, the progress of individual pupils is summarized and discussed at least once a term in developmental dialogues with the pupil and his/her guardians. The outcome of these dialogues is an individual development plan, including a written report. Thus, assessment is explicitly intended to have a formative as well as a summative function. In order to enhance this, and also to concretize the action oriented national syllabus for languages, a diagnostic tool of English for learners aged 7 to 12 is provided and offered to all schools. In our presentation we will discuss the development of this material, its structure and content, and its intended use. Examples of components to be focused on are models for self and peer assessment, oral tasks and benchmarks, profiled descriptions of results, and links to the European Language Portfolio. The collaborative nature of the development process is discussed, with particular attention paid to contributions by pupils and teachers.
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| 6. |
-
Collaborative Research in Language Education: Reciprocal Benefits and Challenges
- 2023
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book focuses on the reciprocal benefits and challenges that arise from effective collaboration between the various actors in language education. Drawn from eight countries on three continents, the twelve chapters report on research carried out in a wide variety of educational contexts. For all their diversity of purpose, theme and focus, all chapters emphasize collaboration and reciprocity as central components of educational research, and they make a significant contribution to a debate that is of increasing importance to researchers, teachers, teacher educators, policymakers and funding agencies.
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| 7. |
- Csöregh, Anna-Marie, 1967-
(författare)
-
Fairest of them all? : Assessment identity development among Swedish student and novice teachers of English as a foreign language
- 2022
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores language students and novice teachers’ assumptions and beliefs about assessment and grading, how they view themselves as assessors, and whether their opinions change over time with increased teaching experience. Besides exploring questions such as how student and novice teachers think about quality assessment, there is the question of what challenges teachers face in assessing one language (English), among many others known or spoken in the linguistically heterogeneous classroom. As in many other European countries, the multilingual classroom has brought changes to the Swedish educational context, where the predominantly monolingual classroom was previously the norm. This research project builds on the assumption that there is something that can be called assessment identity, and that competence is gained through dialogical processes between the individual and the context. The research context is focused on Swedish middle school, where the subject of English is taught as a foreign language, and where students are usually 10–12 years old.A mixed methods methodology was used in a sequential explanatory design. Different data collection methods were used in two partly overlapping phases over a period of 2.5 years. In the first phase, an anonymous online survey was answered by 128 students. In the second phase, 17 novice teachers participated in recurrent focus-group interviews and occasional in-depth interviews. The total amount of data analysed comprised 158 surveys and 39 hours of interview recordings where both types of data were analysed mainly with qualitative content analysis. The results display diverse beliefs and assumptions about assessment among the participants; two main themes of fairness and accountability are highlighted. Based on the findings, a four-field model is introduced, where assessment identities are positioned according to their technical/formal or pedagogical approach, and their compliance to the accountability system. This model of language assessment identity positions, LAIP, is seen as the major contribution of the study.Findings visualised using the LAIP model, reveal a need to address assessment identity formation during teacher education before teachers are confronted with all the complexities of assessment. Moreover, the study provides a nuanced understanding of assessment identity formation and accentuates the importance of the immediate context for classroom assessment practices, high- and low-stakes alike. Being able to problematise different teacher roles and assessment identities as part of the learning process of how to become a teacher may counteract feelings of stress and inadequacy. It would also help novices to connect what is learnt at university to what is encountered at work.The thesis aims at problematising different assessment identity positions and how they relate to the aims of equality and quality assessment by which a recognition of different positions would be acknowledged and opened up for discussion. In this way, different assessment practices or assessment identities could be discussed on a system level, away from a more opinionated level. This would mean to accept different positions as legitimate expressions of different ideals and contexts. This broad outlook on assessment identity development could be used to strengthen all types of teachers.
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| 8. |
-
Developments in Language Education: A Memorial Volume in Honour of Sauli Takala
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This volume implements the decision taken by the European Association for Language Testing and Assessment (EALTA) to honour the memory of Professor Sauli Takala, a founding member of the Association and its President from 2007 to 2010. The 23 entries by professionals from different countries and from different spheres are a reflection of his wide and diverse areas of expertise and interest, his many co-operations and networks, as well as his significant contribution to the language education and assessment community.
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| 9. |
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| 10. |
- Erickson, Gudrun, 1950, et al.
(författare)
-
A Collaborative Approach to National Test Development
- 2012
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Ingår i: Tsagari, D. & Csépes, I. (Eds.). Collaboration in Language Testing and Assessment. - Frankfurt am Main : Peter Lang. - 9783631635292 ; , s. 93-108
-
Bokkapitel (refereegranskat)abstract
- With its conceptual basis in an extended view of validity, this chapter discusses the development process surrounding the extensive system of national summative tests and formative assessment materials for foreign languages in Sweden. The approach adopted in this work is collaborative and reciprocal, with systematic involvement of teachers, teacher educators, researchers within different fields, and, importantly, large numbers of students of different ages. On the basis of a brief outline of the educational and political context, the development process is described, from the theoretical and reasoning phase, through design, pre-testing and standard setting procedures, to various forms of research on outcomes. Examples are given of contributions from different stakeholders: teacher analyses of the comparability and equivalence of tests of different languages at the same level, feedback from students on various aspects of tasks, and structural equation modelling to increase understanding of the dimensionality of test results. With reference to EALTA’s Guidelines for Good Practice, it is argued that the same basic principles for Good Practice in Language Testing and Assessment apply to large-scale contexts as well as to continuous, small-scale assessment in classrooms.
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| 11. |
- Erickson, Gudrun, 1950, et al.
(författare)
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A collaborative approach to national test development
- 2007
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Ingår i: Fourth Annual Conference of European Association for Language Testing and Assessment EALTA, Sitges, Spain, 15 - 17 June, 2007.
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Konferensbidrag (refereegranskat)
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| 12. |
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| 13. |
- Erickson, Gudrun, 1950
(författare)
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A win-win situation: Assessment as a reciprocal learning opportunity
- 2011
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Ingår i: Invited plenary at the 2nd EALTA SIG Symposium; University of Cyprus, 4 Nov 2011.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of my lecture is to focus on the value of collaboration in language testing and assessment, particularly emphasizing learners’ perspectives and contributions. Special emphasis is placed on assessment as a reciprocal phenomenon with an obvious pedagogical potential to promote learning – for students as well as for teachers. Throughout the presentation, the value of transparency is emphasized, not least in relation to the learners. Five basic questions are briefly addressed, namely Why?, What?, How?, Who? & And…?, thereby linking pedagogical assessment to the fundamental concept of validity. Some experiences and examples are presented from the development of national formative and summative language assessment and testing materials in Sweden, a process in which learners have a significant role. In addition, some results from a European study of students’ and teachers’ perceptions of language testing and assessment are presented. Finally, the concept of collaboration and learners’ perspectives are discussed in relation to EALTA’s Guidelines for Good Practice in Language Testing and Assessment, a document currently available in 35 different languages.
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| 14. |
- Erickson, Gudrun, 1950
(författare)
-
Analys av engelska läsförståelseuppgifter
- 1996
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Ingår i: Högskoleprovet. Genom elva forskares ögon; Högskoleverkets rapportserie 1996:22 R; Stockholm: Högskoleverket. ; , s. 23-26
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 15. |
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| 16. |
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| 17. |
- Erickson, Gudrun, 1950
(författare)
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Assessing languages in a multilingual context – Reflections from a Swedish perspective
- 2024
-
Ingår i: In K. Vogt & B. Antia (eds), Multilingual Assessment – Finding the Nexus?. - Berlin - Bruxelles - Chennai - Lausanne - New York - Oxford : Peter Lang GmbH, Berlin, Deutschland. ; , s. 221-234
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Bokkapitel (refereegranskat)abstract
- Sweden is a multilingual country with around 20 % of its total population born outside Sweden and around 200 different languages spoken in society. This is reflected in the national curricula, where separate subject syllabuses are provided for eight languages or groups of languages. Thus, learning and teaching of multiple languages are explicitly supported at the national level. Regarding assessment, however, the situation is different. The extensive national assessment system, covering several subjects and comprising formative as well as summative materials, is not generally adapted for a multilingual society. Furthermore, issues of assessment from a multilingual perspective are rarely discussed in this context. This chapter aims to contribute to such a discussion by giving a brief descriptive and reflective account of the situation at large. In this, the need for careful analyses of basic issues regarding assessment and relationships between them are emphasized, as is validity in a broad sense.
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| 18. |
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| 19. |
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| 20. |
- Erickson, Gudrun, 1950
(författare)
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Assessment in the context of the teaching-learning process
- 2011
-
Ingår i: Invited plenary at the II Seminario Sicele; Comillas (Cantabria), Spain, 7 Oct. 2011.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this presentation is to address – from conceptual as well as from practical and empirical points of view – assessment as an integrated and essential aspect of language learning and teaching. After a short introduction on the role of assessment in education, five fundamental questions are focused upon, namely Why?, What?, How?, Who? and And…?. Consequently, different purposes and functions of assessment are considered, as are possible definitions and interpretations of the construct(s). The wide phenomenon of rubric is discussed, ranging from aspects of design and procedure to rating, standards and feedback. Furthermore, the question of agents in assessment is focused upon. Finally, and related to the concepts of validity and reliability, the use and impact of testing and assessment are highlighted, from individual as well as pedagogical and societal points of view. Throughout the presentation, the value of collaboration at different levels is emphasized. In the second part of the presentation empirical examples, from the national Swedish as well as from the European context, are given. Finally, the concept of Good Practice in Language Testing and Assessment is discussed, and examples are given from the EALTA Guidelines, currently available in 35 languages.
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| 21. |
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| 22. |
- Erickson, Gudrun, 1950
(författare)
-
Att bedöma språkfärdighet
- 2000
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Ingår i: Språk. Grundskola och gymnasieskola. Kursplaner, betygskriterier, kommentarer. Gy2000:18. Stockholm: Skolverket. - 9138316889 ; , s. 42-48
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Bokkapitel (refereegranskat)
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| 23. |
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| 24. |
- Erickson, Gudrun, 1950, et al.
(författare)
-
Attitudes and ambiguities – Teachers’ views on second foreign language education in Swedish compulsory school
- 2022
-
Ingår i: In: C. Bardel, C. Hedman, K. Rejman & E. Zetterholm (Eds.), Exploring Language Education: Global and Local Perspectives. - Stockholm : Stockholm University Press. - 9789176351918 ; , s. 157-223
-
Bokkapitel (refereegranskat)abstract
- The chapter focuses on Second foreign languages (SFLs) in Swedish compulsory school, a non-mandatory subject referred to as Modern languages in the national curricula. The study builds on results from a questionnaire answered by 315 teachers of French, German and Spanish at 186 schools across the country. After a background section comprising brief descriptions of the project (TAL) framing the study, and of SFL education in Sweden, the conceptual basis of the study is described, as is the iterative development of the questionnaire. Three areas of the questionnaire are focused upon: professional satisfaction, target language use, and the curricular status of Modern languages in Swedish compulsory school. These issues are under constant discussion in the Swedish language education context and they represent three different levels of education – the individual, pedagogical and structural levels. Within these areas, a certain degree of ambiguity can be traced concerning the relationship between some aspects of the teachers’ practices and perceptions, specifically regarding target language use in the classroom and the question whether the second foreign language should be mandatory or not in compulsory school. Furthermore, in spite of several negative issues being revealed regarding the workplace, a weak provision of in-service education, and perceived negative attitudes toward the subject Modern languages in the school and in the surrounding society, a majority of the respondents stated that they would become teachers again if they could do it all over again.
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| 25. |
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| 26. |
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| 27. |
- Erickson, Gudrun, 1950
(författare)
-
Bedömning av språkfärdighet - en gemensam angelägenhet
- 2006
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Ingår i: Föreläsning i kursen Svenska till vardags; de finska svensklärarnas sommarkurs; Hanaholmen, Finland, 1-3 augusti 2006.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 28. |
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| 29. |
- Erickson, Gudrun, 1950
(författare)
-
Bedömning av språklig kompetens
- 2018
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Ingår i: I Erickson, G. (red). (2018). Att bedöma språklig kompetens: Rapporter från projektet Nationella prov i främmande språk. - Göteborg: Göteborgs universitet. - 9789186857240 ; , s. 15-39
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I kapitlet beskrivs bedömning som ett sätt att stärka såväl lärande som likvärdighet. Med utgångspunkt i ett antal grundläggande frågor och begrepp diskuteras olika typer av bedömning, med fokus på de nationella prov i engelska och bedömningsstöd i moderna språk som, på uppdrag av Skolverket, utvecklas inom projektet Nationella prov i främmande språk.
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| 30. |
- Erickson, Gudrun, 1950, et al.
(författare)
-
Bedömning av språklig kompetens - En studie av samstämmigheten mellan Internationella språkstudien 2011 och svenska styrdokument. Skolverkets aktuella analyser 2012. Stockholm: Skolverket.
- 2012
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Den här aktuella analysen är skriven på uppdrag av Skolverket för att de svenska resultaten i Internationella språkstudien 2011 ska bli mer begripliga ur ett svenskt perspektiv. På engelska heter den Internationella språkstudien European Survey on Language Competences (ESLC) och är ett arbete som producerats på uppdrag av EU. Här presenteras en kort beskrivning av detta europeiska arbete och hur det har försökt att mäta språkliga färdigheter hos elever mot en gemensam europeisk referensram. Vi får en orientering i hur bedömning görs, hur språklig kompetens prövas och hur uppgifter ser ut, både internationellt och i Sverige beroende på olika bedömningars skilda syften. Den Internationella språkstudiens olika uppgifter får nu en noggrann genomlysning, där deras för och nackdelar diskuteras samt hur svenska elever kan förväntas reagera på dem. Den aktuella analysen är skriven av Gudrun Erickson och Julieta Lodeiro vid Göteborgs universitet. Synpunkter har lämnats av flera personer från Enheten för resultatutvärdering på Skolverket. Tomas Matti har varit projektledare. Stockholm juni 2012 Anna Ekström Generaldirektör Tomas Matti, Undervisningsråd
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| 31. |
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| 32. |
- Erickson, Gudrun, 1950
(författare)
-
Bedömning FÖR och AV lärande
- 2010
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Ingår i: Bedömning, kartläggning och åtgärdsprogram som ett led i arbetet med elever i behov av särskilt stöd. Lika Värde, konferensmaterial Göteborg 2010..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 33. |
- Erickson, Gudrun, 1950
(författare)
-
Bedömning och återkoppling - med fokus på muntlighet
- 2021
-
Ingår i: Keynote vid konferensen "Tal! - Den fællesskandinaviske konference om mundtlighet/mundtlig kommunikation i fremmedsprogsundervisningen"; Köpenhamns universitet, 28 okt 2021.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Att kunna tala och samtala är en central och självklar del av språkfärdigheten, som behöver läras, undervisas och bedömas. I min presentation kommer jag att fokusera på bedömning och återkoppling utifrån ett antal fundamentala kvalitetsfrågor, nämligen, Varför, Vad, Hur, Vem samt Och...? Exempel på frågeställningar är formativa och summativa syften, analytisk och holistisk bedömning, subjekt och objekt samt, inte minst, att bli och vara överens.
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| 34. |
- Erickson, Gudrun, 1950
(författare)
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Bedömning och återkoppling – med fokus på muntlighet
- 2023
-
Ingår i: Nordic Journal of Language Teaching and Learning (NJLTL). - 2703-8629. ; 11:1, s. 70-88
-
Tidskriftsartikel (refereegranskat)abstract
- Att kunna tala och samtala är en central och självklar del av en kommunikativ och handlingsorienterad språkfärdighet, som behöver läras, undervisas och bedömas. Med utgångspunkt i min keynote vid konferensen TAL! vid Köpenhamns universitet i oktober 2021 är bedömning och återkoppling, främst av muntlighet, fokus i denna artikel. Ett antal fundamentala kvalitetsfrågor används för att skapa struktur i texten, nämligen, Varför, Vad, Hur, Vem samt Och...? I detta ligger följaktligen reflektioner kring bedömningars syfte, kunskapsobjekt eller konstrukt, metoder, agens samt användning och konsekvens, vilka sammantaget kan knytas till teorier om validitet, eller kvalitet i vid bemärkelse. Resonemang kring detta förs från såväl konceptuella och kontextuella utgångspunkter som på basis av tidigare forskning och empiriska exempel på muntlig bedömning. Exempel på konkreta frågeställningar som behandlas är formativa och summativa syften, bedömning av produktion och interaktion, analytisk och holistisk bedömning, subjekt och objekt i bedömning och retorik kring bedömning, samt frågor om att bli och vara överens kring bedömning av muntlig språkfärdighet. I detta diskuteras även implikationer av ovanstående på tre nivåer, nämligen den individuella, pedagogiska och strukturella. Slutligen betonas vikten av ett systematiskt kvalitetsarbete, enskilt och i samverkan, kring frågor om bedömning, utvärdering och betygssättning i språk.
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| 35. |
- Erickson, Gudrun, 1950, et al.
(författare)
-
Bedömningens dubbla funktion - för lärande och likvärdighet
- 2014
-
Ingår i: Lärande, skola, bildning. Lundgren, U.P; Säljö, R. & Liberg, C. (red.) 3:utg.. - Stockholm : Natur & Kultur. - 9789127136021 ; , s. 559-594
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 36. |
- Erickson, Gudrun, 1950
(författare)
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Bedömningens dubbla funktion – för lärande och likvärdighet
- 2016
-
Ingår i: Communicare (Fremmedspråksenteret, Norge). - 1893-1499. ; 6, s. 4-9
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Det övergripande temat för denna text är bedömning av kunskaper, generellt och i språk. Bedömningens två huvudfunktioner – att främja såväl lärande som likvärdighet – diskuteras, men framförallt betonas de gemensamma, grundläggande drag som kännetecknar all pedagogisk bedömning av god kvalitet.
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| 37. |
- Erickson, Gudrun, 1950, et al.
(författare)
-
Bedömningens dubbla funktion - för lärande och likvärdighet
- 2017
-
Ingår i: Lärande Skola Bildning - Grundbok för lärare. Lundgren, U.P., Säljö, R., Liberg C. (red.) 4:e utg., 551-581. - Stockholm : Natur & Kultur. - 9789127818408
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 38. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Bedömningens dubbla funktion - för lärande och likvärdighet
- 2020
-
Ingår i: Lärande Skola Bildning - Grundbok för lärare. Lundgren, U.P., Säljö, R., Liberg C. (red.) 5:e utg.. - Stockholm : Natur & Kultur. - 9789127827974 ; , s. 589-620
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Bokkapitel (refereegranskat)
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| 39. |
- Erickson, Gudrun, 1950, et al.
(författare)
-
Can That Be Done? - On Developing High-Stakes Summative Tests for Additional Formative Purposes
- 2012
-
Ingår i: Presentation vid AERA 2012 Annual Meeting, Vancouver, Canada.
-
Konferensbidrag (refereegranskat)abstract
- Based on an expanded view of validity, this presentation focuses on the collaborative development of high-stakes national tests of foreign languages in an assessment system that has both summative and formative aims. Students’ and teachers’ views are systematically collected in large-scale pre-testing rounds and analysed with a multifaceted research methodology. Results are used in creating information materials for formative use, composing tests and profiled reporting forms, and in setting standards. Examples are given of investigations of students’ views in relation to individual characteristics and performances, as well as of teachers’ opinions about the tests and reported use of results. Furthermore, studies of inter-rater consistency and of dimensionality are presented as components in the successive validation process.
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| 40. |
- Erickson, Gudrun, 1950
(författare)
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Collaboration and Agency in Educational Assessment
- 2016
-
Ingår i: Keynote presentation at the 17th AEA Conference (Association for Educational Assessment - Europe); Limassol, Cyprus.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- My presentation focuses on the dual function of educational assessment, to enhance and improve learning – for students as well as for teachers – and to contribute to fairness and quality. In spite of fundamental similarities, these functions are often treated as two completely separate phenomena, frequently characterized as formative and/or summative assessment, or assessment for learning and/or of learning, respectively. In my presentation I will talk about the balancing act between the two, emphasizing common principles that need to guide the development of a wide range of practices of assessment with the purpose of enhancing learning as well as equity in a broad sense – at individual, pedagogical and societal levels. In this, the concept of reciprocity will be brought into the discussion. I will base my reasoning on five fundamental questions that, from a general perspective, help guide the planning and analysis of all types of assessment, namely Why?, What?, How?, Who? & And…?. Thus, I will be talking about aspects of aims, constructs, methods, agents and uses, including consequences, of assessment. My main focus will be on issues of collaboration and agency, in particular on the role of students, in continuous assessment as well as in the development of large-scale summative materials. In this, I will touch upon aspects of power and empowerment, politics and policy, object and subject, connecting my reasoning to validity and ethics in a broad sense. The empirical basis for my presentation is, on the one hand, experiences from the development of large-scale assessment materials of different kinds within the Swedish national system, on the other hand, examples from European projects, where students’ opinions have been collected, analysed and utilized. In this, I will also make some reference to international examples of assessment materials where student agency is in focus, as well as to guidelines for good practice in educational testing and assessment.
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| 41. |
- Erickson, Gudrun, 1950
(författare)
-
Collaboration in Test Development and Assessment – A Swedish and European Perspective
- 2009
-
Ingår i: Invited Pre-conference workshop at the 2009 MwALT Conference "Issues in Language Test Development", Nov 6, Purdue University, Indiana, USA.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The workshop will focus on different forms of collaboration between stakeholders, both in test development and in the design and use of continuous assessment procedures in classrooms. The issue of collaboration is addressed from a theoretical as well as from an empirical point of view and will be further developed through discussions among participants. Principles and practice characterizing the development of large-scale, national language tests and assessment materials in Sweden will be introduced. The test development approach adopted, involving systematic collaboration with teachers, teacher educators, researchers, and large numbers of students of different ages, has two major aims: to optimize validity and reliability, and to enable positive impact on learning and teaching. In addition, a European survey of different views on language testing and assessment will be briefly introduced. 1,400 adolescent students, and their teachers, in ten European countries answered a questionnaire focusing on students’ perceptions of ‘good’ vs. ‘bad’ language testing and assessment. Some results are outlined, and the reflections of the students are considered in relation both to theory and practice. Furthermore, the two empirical examples given, as well as examples provided by the participants, will be discussed in relation to the concept of Good Practice in language testing and assessment. Besides collaboration, a recurrent theme will be the positive pedagogical potential of good testing and assessment. Good assessment and good teaching share certain essential properties which will be further explored and discussed in the course of the workshop.
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| 42. |
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| 43. |
- Erickson, Gudrun, 1950
(författare)
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Current Issues in Swedish Education
- 2017
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Ingår i: Keynote speech at the European Teacher Education Network (ETEN) annual conference, Gothenburg, April 21, 2017.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In my presentation, I will give a brief overview of the Swedish educational system and highlight some of the issues that are currently in focus. This concerns aspects of quality and equity from general as well as more specific points of view, as well as discussions about the role, rights and responsibilities of teachers in the system.
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| 44. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Den gemensamma europeiska referensramen för språk: Lärande, undervisning, bedömning – ett nordiskt perspektiv
- 2017
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Ingår i: Acta Didactica Norge - nasjonalt tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid. - 1504-9922. ; 11:3, s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- Den gemensamma europeiska referensramen för språk har sedan den gavs ut av Europarådet år 2001 fått allt större inflytande vad gäller språkutbildning och bedömning, främst i Europa men även i andra delar av världen. I artikeln behandlas referensramen som sådan, liksom den europeiska språkportfolio som kan ses som en didaktisk operationalisering av dokumentet. Efter inledande bakgrundsinformation, som även innehåller ett avsnitt kring diskussioner och dilemman runt referensramen, fokuseras situationen i de nordiska länderna utifrån de tre aspekter som nämns i dokumentets titel, nämligen lärande, undervisning och bedömning. Frågor om mottagande, användning och effekter behandlas från ett såväl deskriptivt som problematiserande perspektiv, baserat på skrivna källor samt upplysningar från informanter i de nordiska länderna. I texten berörs vidare aktuell utveckling och diskussion kring referensramen.
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| 45. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Der Kitt, der ein wachsendes System zusammenhält? Nationale Tests als Kern der Qualitätssicherung in Schweden
- 2007
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Ingår i: Pädagogik. - 0933-422X. ; 59:3, s. 32-35
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Tidskriftsartikel (refereegranskat)abstract
- Welche langfristigen Folgen hat es, wenn in einem Schulsystem zentrale Prüfungen und diagnostische Tests eine große Rolle spielen? Welche Wirkungen und Nebenwirkungen haben Prüfungen auf Schulentwicklung in einem immer stärker auf Wettbewerb und Markt orientierten Schulsystem? – Aus den schwedischen Erfahrungen lässt sich ablesen, wohin der Weg in Deutschland gehen könnte …
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| 46. |
- Erickson, Gudrun, 1950
(författare)
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Det första ”ÄP 9” i engelska
- 1998
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Ingår i: Språkpedagogik 54; LMS Lingua 5. ; , s. 6-8
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 47. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Developing a standardized eligibility test for tertiary education in Sweden
- 2023
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Ingår i: Paper presented at The 2023 ECER conference, Glasgow, UK..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The paper focuses on an ongoing development of a basic eligibility test for admission to tertiary education in Sweden, a test aimed to provide opportunities for a wider group of applicants than today, thereby increasing inclusion and diversity in higher education. The aim of the presentation is to briefly •describe and discuss the rationale and methodology of the test development process, •present and reflect on some results of the process, and to •look forward into, and discuss, possible future uses of the test being developed.
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| 48. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Dimensions of test performance in English as a foreign language in different European settings : A two-level confirmatory factor analytical approach.
- 2015
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Ingår i: Educational Research and Evaluation. - : Informa UK Limited. - 1380-3611 .- 1744-4187. ; 21:3, s. 188-208
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Tidskriftsartikel (refereegranskat)abstract
- The present study explored data from a survey of students’ performance in English at theend of compulsory school in 6 European countries. The aim was to gain deeperknowledge of the internal structure of the test and to discuss similarities anddifferences between the different settings regarding patterns in language proficiency.The analyses, conducted by a factor analytic approach and 2-level structural equationmodelling (SEM) techniques, indicated an overall English achievement factor at bothstudent and school levels. Furthermore, an effect of format differences at the studentlevel, constituted by a factor related to tasks demanding constructed response, wasfound. Three correlated modality factors related to listening, linguistic, and readingskills were identified but not further elaborated on as they improved the model onlymodestly. Considerable differences in between-school variation were found in thedifferent settings. The results are discussed in relation to the instrument, studentachievements, and the state of English in the participating countries.
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| 49. |
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| 50. |
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