| 1. |
- Dragemark Oscarson, Anne, 1953, et al.
(författare)
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Using the CEFR in the foreign language classroom
- 2011
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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
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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.
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| 2. |
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| 3. |
- de Jong, John, et al.
(författare)
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Cross-National Standards: A Dutch-Swedish Collaborative Effort in National Standardized Testing
- 2015
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Ingår i: AILA Review. - 1461-0213 .- 1570-5595. ; 28, 2015:10/2015, s. 117-130
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Tidskriftsartikel (refereegranskat)abstract
- The study investigated the possibility of using data gathered on tests of reading comprehension of English as a foreign language from a sample of Swedish students, to predict item and test characteristics if the tests were to be used in the Netherlands. Results from the data analyses, based both on classical and item response theory, and involving students from both the Swedish and Dutch educational systems, suggest that predictions on item and test quality hold across the two national groups.
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| 4. |
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| 5. |
- Huhta, Ari, et al.
(författare)
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DIALANG, A Diagnostic Language Assessment System for Adult Learners
- 2002
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Ingår i: Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Case Studies. - 9287149836 ; , s. 130-144
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The Common European Framework of Reference for Languages has been widely adopted in setting curriculum standards, designing courses, developing materials and in assessment and certification. This compendium of case studies is written by authors who have considerable experience of using the Framework in their professional context, and they exemplify their varied experience in some detail. This collection will help readers to develop their understanding of the Framework and its possible uses in diffrent sectors of education.
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| 6. |
- Lundberg, Gun, et al.
(författare)
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Engelska. En samtalsguide om kunskap, arbetssätt och bedömning
- 2008
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Samtalsguiden tar sin utgångspunkt i den omfattande utvärderingen som Skolverket 2003 genomförde av grundskolans utveckling, dvs Den nationella utvärderingen 2003 (NU 03). Guiden har tillkommit framför allt utifrån ett behov att fördjupa samtalet om skolans kunskapsuppdrag. Den innehåller viktiga slutsatser från NU 03 med efterföljande utgångspunkter och diskussionsfrågor att lyfta fram. Den ger tillfälle att reflektera över hur målen för undervisningen utformas och hur elevernas utveckling kan följas.
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| 7. |
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| 8. |
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| 9. |
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| 10. |
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| 11. |
- Oscarson, Mats, 1939
(författare)
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Bedömning på systemnivå - En komparativ studie av stegsystemet i språk i den svenska skolan och språknivåer i Europarådets Common European Framework of Reference for Languages (CEFR)
- 2015
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Ingår i: EDUCARE. - 1653-1868. ; 2015:2, s. 128-153
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Tidskriftsartikel (refereegranskat)abstract
- In the early 1970’s, the Council of Europe commenced work that aimed at identifying levels of language learning in a transparent and generally applicable way. The project resulted in the definition of six cardinal levels of competence according to a descriptive model called the Common European Framework of Reference for Languages. This made a strong and lasting impact and the CEFR concept is now being employed both in Europe and beyond as an important tool in the communication about goals and activities in language teaching and assessment. The highly influential work inspired the Swedish National Agency for Education (Skolverket) to transpose the curricular goals for languages into an approximate CEFR model encompassing 7 levels, or stages (steg), which would thereby, among other things, enable comparison of features of language education across cultural and national boundaries. This article describes a previously unpublished study that investigated the conceptual relationship between the 7 stages of language ability laid out in Swedish school curricula and the 6-level CEFR system (Oscarson 2002). Against the background of the increasingly strong interest in the latter system, the purpose of the article is to update and review the analytical procedure and the results of this study. A text analytics method for stepwise comparison of the systems was devised and used in the alignment. Areas of competence were matched for content, and descriptions of abilities in the Swedish curricula close in meaning to descriptors in the CEFR system were identified. Conclusions were drawn about the interrelationships that exist between the systems and points on the two scales. The results indicate where any given stage in a Swedish language curriculum is located on the CEFR scale. The general conditions for the work undertaken, as well as possible further research, are discussed. Keywords: Common European Framework, CEFR, GERS, language assessment, language proficiency scales Mats Oscarson Professor emeritus Department of Pedagogical, Curricular and Professional Studies University of Gothenburg Mats.Oscarson@ped.gu.se
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| 12. |
- Oscarson, Mats, 1939
(författare)
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Bestämning av elevers kunskaper i språk: Hur gör lärarna och vilka är alternativen?
- 2009
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Ingår i: Resultatdialog: Aktuell forskning om lärande. Vetenskapsrådets rapportserie.. - 1651-7350. ; 2:2009, s. 115-120
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Konferensbidrag (refereegranskat)abstract
- Texten beskriver kortfattat en del arbete i VR-projektet Lärarens utvidgade bedömarroll (LUB). Några resultat av en enkät och anslutande intervjuer med anknytning till betygsättningsfrågor redovisas.
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| 13. |
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| 14. |
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| 15. |
- Oscarson, Mats, 1939
(författare)
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Conditions for Assessment in Vocationally Oriented Language Learning
- 1997
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Ingår i: Conditions for Assessment in Vocationally Oriented Language Learning”. I G. Egloff och A. Fitzpatrick (utg.), Languages for work and life: the Council of Europe and vocationally oriented language learning (VOLL) (s 55-65). Council of Europe, Strasbourg, 1997. - Strasbourg : Council of Europe Publishing. ; , s. 55-65
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 16. |
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| 17. |
- Oscarson, Mats, 1939
(författare)
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Emeriti 23 — Vetenskapens seniorer om forskningen, karriären och livet
- 2017
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Ny forskning om engelska språket i daglig kommunikation och neonatologins (nyföddhetslärans) makalösa utveckling under senare årtionden. EMERITI, program nr 23, gästas av Karin Aijmer, professor emerita i engelska, samt Ingemar Kjellmer, professor emeritus i pediatrik. Programledare är Mats Oscarson, professor emeritus i pedagogik. /// This Swedish language publication is a video recorded conversation on research and development issues in two academic disciplines at the University of Gothenburg, Sweden, i.e. English and Neonathology. Participants are Dr Karin Aijmer, professor emerita in English, Dr Ingemar Kjellmer, professor emeritus in pediatrics, particularly neonathology, and Dr Mats Oscarson, professor emeritus in education, also chair of the discussion and producer of the video manuscript.
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| 18. |
- Oscarson, Mats, 1939
(författare)
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Emeriti 24 — Vetenskapens seniorer om forskningen, karriären och livet
- 2017
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- EMERITI, program nr 24, gästas av Dr Ference Marton, professor emeritus i pedagogik, samt Dr Bo Samuelsson, professor emeritus i transfusionsmedicin. Programledare är Mats Oscarson, professor emeritus i pedagogik, också samtalsledare och producent av programidé och manuskript . /// This Swedish language publication is a video recorded conversation on research and development issues in two academic disciplines at the University of Gothenburg, Sweden, i.e. Education and Transfusion medicine. Participants are Dr Ference Marton, professor emeritus in Education, Dr Bo Samuelsson, professor emeritus in Transfusion medicine, and Dr Mats Oscarson, professor emeritus in Education, also chair of the discussion and producer of the video manuscript.
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| 19. |
- Oscarson, Mats, 1939
(författare)
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Emeriti 25 — Vetenskapens seniorer om forskningen, karriären och livet
- 2019
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Ett samtal om vetenskapligt arbete inom ämnesområdena lingvistik och psykologi. Medverkande: Professor emeritus Jens Allwood, professor emeritus Erland Hjelmquist och professor emeritus Mats Oscarson (samtalsledare). Samtalet rör sig i huvudsak kring frågor om forskningens utveckling över tid, forsknings- och arbetsvillkor, utbildning samt förmodad framtida utveckling av verksamheten inom de två ämnesområdena. This Swedish language publication is a video recorded conversation on research and development issues in two academic disciplines at the University of Gothenburg, Sweden, i.e. Linguistics and Psychology. Participants are Dr Jens Allwood, professor emeritus in Linguistics, Dr Erland Hjelmquist, professor emeritus in Psychology, and Dr Mats Oscarson, professor emeritus in Education, also moderator of the discussion.
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| 20. |
- Oscarson, Mats, 1939
(författare)
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Emeriti 26 — Vetenskapens seniorer om forskningen, karriären och livet
- 2019
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Emeriti 26 består av ett samtal om vetenskapligt arbete inom de två ämnesområdena neurokemi och svenska språket vid Göteborgs universitet. Medverkande är Pam Fredman, professor emerita i neurokemi, Kerstin Norén, professor emerita i svenska språket och Mats Oscarson, professor emeritus i pedagogik (samtalsledare). Samtalet rör sig i huvudsak kring frågor om forskningens utveckling över tid, om forsknings- och arbetsvillkor samt om förmodad framtida utveckling av verksamhet inom de två ämnesområdena. -- This Swedish language publication is a video recorded conversation on research and development issues in two academic disciplines at the University of Gothenburg, Sweden, i.e. Neurochemistry and Swedish language. Participants are Dr Pam Fredman, professor emerita in Neurochemistry, Dr Kerstin Norén, professor emerita in Swedish language, and Dr Mats Oscarson, professor emeritus in Education, also moderator of the discussion. (The recording is part of the video programme series Emeriti at the University of Gothenburg.)
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| 21. |
- Oscarson, Mats, 1939, et al.
(författare)
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Engelska
- 2015
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Ingår i: Personliga tillbakablickar över ämnesområden vid Göteborgs universitet. Ämneshistorisk dokumentation vid Göteborgs universitet, Del III. - Göteborg : University of Gothenburg. - 9789198142822 ; , s. 12-23
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Bokkapitel (refereegranskat)
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| 22. |
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| 23. |
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| 24. |
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| 25. |
- Oscarson, Mats, 1939
(författare)
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Europarådets språkprojekt
- 1982
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Ingår i: Språknytt. ; :3
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 26. |
- Oscarson, Mats, 1939
(författare)
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Framing foreign language education - a European approach
- 2019
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Ingår i: Pertanika Journal of Social Sciences & Humanities (JSSH). - 2231-8534. ; 27:2, s. 773-786
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Tidskriftsartikel (refereegranskat)abstract
- Improvement of the conditions for language learning and intercultural communication has long been a concern in the Council of Europe and work has been undertaken in many areas of language policy, language education, and language assessment. Examples of advances are the formulation of principles for the description of goals for language learning, the elaboration of a comprehensive Common European Framework of Reference for Languages (CEFR), and the production of a model for a European Language Portfolio. Some such initiatives are here illustrated and commented on in light of the theme of the Conference. The point is made that language study of the kind referred to here leads to improved intercultural communicative ability and enhanced learner empowerment and that the approach in question may stimulate similar initiatives, with similar means, in other contexts. In conclusion, it is suggested that the provision of language instruction is particularly efficacious if it can be realized within a theoretical framework that allows both easy comparison between learning targets and transparent evaluation of their attainment.
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| 27. |
- Oscarson, Mats, 1939
(författare)
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Intern och extern bedömning av elevers kunskaper i engelska
- 2006
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Ingår i: Einarsson, J., Larsson Ringqvist, E. & Lindgren, M. (red). Språkforskning på didaktisk grund. - Uppsala : ASLA, Svenska föreningen för tillämpad språkvetenskap. - 9187884194 ; , s. 192-206
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 28. |
- Oscarson, Mats, 1939
(författare)
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Item Response Theory and Reduced Redundancy Techniques: Some Notes on Recent Developments in Language Testing
- 1991
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Ingår i: Foreign Language Research in Cross-Cultural Perspective. - Amsterdam : John Benjamin. - 9027241023 ; , s. 95-111
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Mats Oscarson. Item Response Theory and Reduced Redundancy Techniques: Some Notes on Recent Developments in Language Testing. In the heyday of comparative investigations into language teaching methodology, some 20 years ago, researchers tended to be a little over-optimistic as regards the possibilities of disclosing "true" differences in attainment resulting from different experimental teatments. The statistical methods used for analysing test data were sometimes of a rather crude nature. The intention of the present paper, which falls into two parts, is to comment on some recent developments in these two fields, i.e. those of item data analysis and of test construction. A powerful analytic model, the so-ccalled item response theory, which is now coming into use in language testing, is briefly reviewed, and some advances in the development of testing techniques, particularly the close procedure, are indicated. It is suggested that developments such as these will improve the prospects for successful research into the relative effectiveness of contrasting language learning strategies, which is one of the topics of this Conference.
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| 29. |
- Oscarson, Mats, 1939
(författare)
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L'auto-évaluation dans l'apprentissage des langues par les adultes: quelques résultats de recherche
- 1981
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Ingår i: Études de Linguistique Appliquée. ; 41, s. 102-115
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Tidskriftsartikel (refereegranskat)abstract
- Mats Oscarson. L'autoévaluation dans l'apprentissage des langues par les adultes: Quelques resultats de recherche. Le propos de cet article est de décrire quelques recherche conduites dans le but de d'ecouvrir le degré de validité du jugement porté par des apprenants adltes sur leurs connaissances en langue étrangère. La présentation détaillée de ces recherches sera précédée de qelques remarques générales sur l'évaluation des connaissances en langue qui permetront de préciser la perspective dans laquelle se placent ces activités expérimentales.
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| 30. |
- Oscarson, Mats, 1939
(författare)
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Learner self-assessment of language skills: A review of some of the issues
- 1998
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Ingår i: The British Council/IATEFL Special Interest Group Symposium, Gdansk, Poland, 18-20 September 1998 (IATEFL Testing Newsletter). - Faversham, UK : IATEFL TEASIG.
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Konferensbidrag (refereegranskat)abstract
- Learner self-assessment is increasingly felt to be an important feature of modern learning and teaching methodologies. This select re-publication of an earlier paper, published by the International Association of Teachers of English as a Foreign Language (IATEFL), reviews arguments behind this development and also describes a variety of research and development activities in different parts of the world. It concludes with a summary of experiences and also makes suggestions for aims in further work.
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| 31. |
- Oscarson, Mats, 1939
(författare)
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Making Connections in a Changing World: A European Language Education and Assessment Perspective
- 2014
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Ingår i: Power to Connect in a Changing World: International Conference on Language, Literature & Translation. The Faculty of Foreign Language, University of Jordan, Amman. ; 15, s. 39-50
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The need for improved conditions for learning and better intercultural communication is recognised worldwide. The concept of language, in all its ramifications, is at the very heart of this universal realisation. A noteworthy example of responses to the need is the Council of Europe’s longstanding work undertaken in order to promote linguistic diversity and language learning in member states (Council of Europe, 2007). Extensive development work has been conducted in pursuit of this goal and considerable advances have been made in many areas of language policy, language education and language assessment. Examples are the formulation of principles for the description of goals for language learning (van Ek & Trim, 1991), the elaboration of a comprehensive Common European Framework of Reference for Languages, CEFR (Council of Europe, 2011a), and the production of a model for a European Language Portfolio (Council of Europe, 2011b). Steering documents in the educational sector, such as school curricula and syllabuses, as well as evaluation principles and practices in language programs and language examinations, have been greatly influenced by ideas coming out of the Council of Europe and the European Union. A special token of the concerted European effort to serve language assessment needs is the development of Dialang, a free online test instrument to be used for self-diagnosis of language abilities (Lancaster University, 2014). In this Keynote paper I illustrate some of the work done and relate it to the general theme of the Conference “Power to Connect in a Changing World” (University of Jordan, 2014). My thesis is that the results achieved are likely to have facilitated communication between citizens, thereby increasing their opportunities to connect across cultural and national boundaries, much in keeping with declared aims not only of the Council of Europe but also of the European Union. I furthermore provide examples of, and comment on, some other research and development activities that reflect a European language education perspective and point to further useful sources of information in the area. I conclude the paper by making the point that language study is an endeavour that leads to enhanced learner empowerment and improved intercultural communication and that this is particularly so if it can be pursued within a conceptual framework that supports transparent evaluation of results and easy comparison of targets and procedures across organizational structures. My final argument is that this view is corroborated by recent developments on the European language education and assessment scene.
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| 32. |
- Oscarson, Mats, 1939, et al.
(författare)
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Mapping language teachers' conceptions of student assessment procedures in relation to grading: A two-stage empirical inquiry
- 2011
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Ingår i: SYSTEM. - 0346-251X. ; 39:1, s. 2-16
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Tidskriftsartikel (refereegranskat)abstract
- Abstract This paper describes project work undertaken in order to map out and analyze language teachers’ experiences and views of various assessment principles and procedures with a particular focus on those that promote learning and relate to grading. A questionnaire survey in a nationally representative sample of 605 language education teachers in Sweden was conducted. In a second stage, a sub-sample of 20 teachers was then strategically drawn from the total sample for participation in a repertory grid interview study which delved deeper into the issues. Results from the combined analyses of the questionnaire and interview study demonstrate that the most common forms of assessment reported by both lower and upper secondary language teachers are ‘observation of free oral communication’, ‘own tests’, and ‘essay on given topic’. Elicited interview data reveal that command of grammar is ranked as the third most important criterion for assessment. This corresponds to questionnaire data about the tasks teachers use in their own language tests, where translation is common. In addition, non-language factors are reported to carry considerable weight in teachers’ grading of student achievement. (c) 2011 Elsevier Ltd. All rights reserved. Keywords: Foreign language assessment; FL grading; Alternative assessment; Student self-assessment; Personal construct psychology
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| 33. |
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| 35. |
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| 36. |
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| 37. |
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| 38. |
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| 39. |
- Oscarson, Mats, 1939
(författare)
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Self-assessment for Learning
- 2012
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Ingår i: Invited Keynote at the Malaysia International Conference on English Language Teaching 2012. Faculty of Educational Studies, Universiti Putra Malaysia, 8-10 Oct 2012..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Mats Oscarson University of Gothenburg, Sweden The development of students’ ability to reflect on and self-assess their learning must be considered a key educational goal. Some major rationales for this position are, briefly: •Recent learning theories suggest that self-assessment is an important metacognitive skill which plays a definite role in learning. •Research indicates that the goal is relevant in that students have often proved capable of judging their learning progress and achievement levels fairly reliably. •Modern democratic, collaborative and socioculturally oriented teaching and learning methodologies call for active participation by the students themselves in the monitoring and evaluation of their own learning. •There is a growing need in many societies for the development of life-long learning skills among citizens. As a result, experience with self managed forms of learning and assessment is becoming increasingly important, both in and out of school. In my presentation I will comment on these arguments for the use of learner self-assessment (SA) in language education. I will pay special attention to research evidence and to the issue of how the approach may be realised both in regular schooling and beyond (i.e. “the real world”). Examples are given which illustrate the nature and possible functions of various forms of self-regulated assessment, primarily in the field of foreign and second language learning. I identify possible stages of development and also describe a way in which self-assessment has been used as an organic element in large-scale testing and diagnosis of language ability. Problems often associated with the implementation of SA in the classroom are brought up and discussed. Finally I will try to make an overall estimate of the possible role and significance of SA philosophy in the sphere of language learning, taking into account the large and inevitable variability of factors that govern the achievement of goals across different educational systems.
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| 40. |
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| 41. |
- Oscarson, Mats, 1939, et al.
(författare)
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Self-Assessment in the Classroom
- 2013
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Ingår i: The Companion to Language Assessment. Vol. 2. Approaches and Development.. - Malden : Malden, MA: Wiley-Blackwell. - 9780470655337
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 42. |
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| 43. |
- Oscarson, Mats, 1939
(författare)
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Self-assessment of language proficiency: Rationale and applications
- 1989
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Ingår i: Language Testing. ; 6:2, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- During the last 10 years there has been a surge of interest in methods for self-assessment of foreign language proficiency. Work has been undertaken in many parts of the world and several reports on both theoretical and practical issues have been published recently. This paper outlines the justification for adopting self-assessment principles in language teaching and learning, makes references to research and sources supporting the statements made, and also presents some ideas and materials that illustrate developments taking place.
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| 44. |
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| 45. |
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| 46. |
- Oscarson, Mats, 1939
(författare)
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Student vid Göteborgs universitet under ett turbulent 1960-tal
- 2018
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Ingår i: Minnen från studentiden vid Göteborgs universitet. - Göteborg : Seniorakademien vid Göteborgs universitet. - 9789198142853
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Bokkapitel (refereegranskat)abstract
- Kapitlet ger några självbiografiska bilder av hur livet som student vid GU kunde te sig under förra delen av 1960-talet. Några av de teman som tas upp är den studiesociala situationen, studentlivet i allmänhet, ämnesstudier inom Engelska språket och litteraturen, Nordiska språk, Psykologi, Pedagogik samt den därefter följande professionsutbildningen till ämneslärare. Vidare berörs de dåtida ekonomiska förutsättningarna för studierna och det omtumlande studentpolitiska läget.
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| 47. |
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| 48. |
- Oscarson, Mats, 1939, et al.
(författare)
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Tankar kring grundskolans utveckling : Engelska
- 2005
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Ingår i: Grundskolans ämnen i ljuset av Nationella utvärderingen 2003: nuläge och framåtblickar. - : Skolverket. ; , s. 81-93
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 49. |
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| 50. |
- Oscarson, Mats, 1939
(författare)
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The Challenge of Student Self-assessment in Language Education
- 2013
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Ingår i: Voices in Asia Journal. ; 1:1, s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- The main aim of this paper is to illustrate some ways in which learners of a language may engage in the monitoring and assessment of what they are learning. Traditionally it has been held that a learner cannot, for logical reasons, have much to say in such matters. The basic argument of that position is that self-assessment is subjective and therefore unreliable and of little value. This paper represents a challenge to this view. While it is true that a person’s estimate of his/her own ability is inherently subjective, that does not necessarily mean that it is unreliable, or that it is unimportant or without value. Both theoretical work and practical advances indicate that subjectively grounded assessment can yield reasonably dependable results, as well as have other positive effects. In this paper, I will first briefly review some theoretical arguments and research findings which have contributed to the development of self-assessment practices and will then deal with the practical side of the approach. In so doing, I will describe some concrete self-assessment strategies and materials and indicate how they have been presented and used, both in classroom work and in assessment more generally. Finally, I will sum up the most important points of my paper and formulate some arguments that challenge the competing and fairly common view that students should not have a role in the assessment of something they are still learning.
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