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- Ciolek Laerum, Beatrice, 1977-
(författare)
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Elever skriver och lärare bedömer : en studie av elevtexter i åk 9
- 2009
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Rapport (populärvet., debatt m.m.)abstract
- Students write and teachers assess – a study of student texts in the ninth grade. Each year ninth grade students (age 15) participate in the national standardized test (NST) in Swedish. This report is based on texts written during the NST. The writing part of the test requires the students to choose one out of four topics to write about in a limited time (160 minutes). The texts are then assessed by their teacher and graded with the help of an assessment matrix. This study consists of 40 texts, 20 written by boys and 20 by girls during the NST of 2006. The texts also represent the three grades given (pass, pass with distinction and pass with special distinction) as well as the assessment that the student, as of yet, has not fulfilled the requirements for a grade. All texts have been graded by the students’ teacher and by three other teachers who do not know the student. The aim of this study is to give a brief description of how students write from a formal perspective (text length, paragraph marking and spelling) as well as compare grades between teachers. The results show that the students’ texts are longer than before, although boys in general write shorter than girls. The amount of spelling errors have decreased despite the fact that teachers no longer claim to value spelling as important as they have before, which has been shown in a national evaluation of compulsory schooling. My results also show that there appears to be a correlation between text length and grade, i.e. the longer the text the higher the grade. The results also show that even when using an assessment matrix teachers can and do differ in their grading. In general teachers who do not know the student tend to be restrictive with marking the highest or lowest grade. A few texts seem to create quite the gap in grading between the teachers. One text was graded with a total of three grades from four teachers. The difference in how the text was interpreted by the teachers also became evident when the markings on the assessment matrix were studied.
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- Wesslén, Karin
(författare)
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Processkrivande - en etablerad metod på gymnasiet?
- 2008
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- From the 1980sprocess-oriented writing has been part of Swedish teachers’ work with their students’ writing.A distinguishing quality of the writing process is, except from the fact that it is similar to thewriting that takes place outside the educational sphere, its inner capacity to work as a tool ofsolution. As the degree of difficulties in the writing task increases, writing is no longer merelya question of a working process but also a strategic solution of writing problems.The aim of this study is to investigate how much time students of upper secondary schoolspend on writing in class and what kind of texts they write. The aim is also to investigate thestudents’ acquisition of a strategic way of thinking in a process-oriented tuition when writingessays of a comprehensive length.The material is based on questionnaires given to 260 students and their teachers in Swedishor biology classes. The study is carried through in ten different upper secondary schools at theend of year 2 in programs preparing for higher education.The results of the study show that the students generally wrote up to a third of theirlessons. The students of Swedish spent most time on writing texts based on discussions whilestudents of biology wrote texts based on reports. The results also show that neither studentsnor teachers stated that they used the writing process totally when dealing with writing tasksof a comprehensive length. But according to the teachers’ answers, there existed someelements of the writing process. However, the use of a strategy to solve problems at differentphases, from preparation of the task to the final writing, was low. There were also only minordifferences in what way the writing task strategically was approached between students fromthe two subjects, but what yet was there, is probably due to traditions of handling the subject,Swedish or biology.The conclusion of the study is that the students lack the use of the writing process as a toolwhen writing discursive texts. It seems as though students practised writing but withoutgetting a promotion in developing the art of writing.
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- Östlund-Stjärnegårdh, Eva
(författare)
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Att förmedla egna och andras tankar : Om gymnasisters källhantering i det nationella provets skrivuppgift
- 2006
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The material for this report consists of 55 student texts written in the national test of Swedish during the last compulsory course in the upper secondary school (18–19 year-olds). The task was to argue for more literature and reading for children in order to develop the children’s language, reasoning skills and fantasy. The student texts are to be seen as contributions to the debate in a local newspaper. Consideration is also given to the test material, that is texts both fiction and non-fiction, and the written instruction. The aim of the study is to investigate how the students handle the demand to use ideas and thoughts from the texts they have read before the actual writing test. Teachers sometimes find this part of the task hard to assess and ask for strict guidelines in the assessment material. The texts show that the students generally know that they are supposed to use facts and thoughts from the texts, and most of them also know that they are supposed to give references to the texts they quote from or refer to. Chapter 3 lists different ways of referring, from the elegant or neat to very circumstantial references or no reference at all. Using some part of a text without a reference is called “theft” for pedagogical reasons. A frequent pattern is to give a reference the first time a text is used but not the second or third time. Chapter 4 goes deeper into what the students choose to refer to or quote, that is how the content of the texts is made use of. The majority of the students get facts from two of seveal possible sources and build their argumentation on those. Only one shows a critical approach towards the texts in question. The student texts are also compared with published contributions to the debate in a local newspaper. First the question of voice in the two text materials is studied. The students speak more as an “I” and the published debaters as a “we” Then references in the newspaper texts are compared to those in the school texts. The recommendation to teachers is to keep on working with references but not at an academic level. The ideal for the students is to reach a control of different references for different text types and genres. Most important it is a question of honesty, not to steal but to announce loans from other sources.
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