| 1. |
- Garme, Birgitta, et al.
(författare)
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Tala på prov
- 2002
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Ingår i: Samtal i livet och i litteraturen. - 9187884151 ; , s. 13-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Östlund-Stjärnegårdh, Eva, 1949-
(författare)
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Egna texter och andras : hur gymnasister hanterar källanvändning
- 2004
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Ingår i: Andra nationella konferensen i svenska med didaktisk inriktning.. - Göteborg : Nationella nätverket för svenska med didaktisk inriktning. - 9197472212 ; , s. 15-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 3. |
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| 4. |
- Östlund-Stjärnegårdh, Eva, 1949-
(författare)
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Godkänd i det nationella provet i svenska?
- 2001
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Ingår i: Svenskans beskrivning 24. - Linköping : Univ.. - 9173733164
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Östlund-Stjärnegårdh, Eva, 1949-
(författare)
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Godkänd i svenska? : Bedömning och analys av gymnasieelevers texter
- 2002
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis deals with the assessment of school texts by students in Swedish upper-secondary school or in the corresponding adult education and concentrates on what differs between the grades Pass and Fail. The 60 texts used in the survey come from the 1997 archives of the national test construction group. A questionnaire to teachers asks what criteria are most important when distinguishing between Pass and Fail. The five criteria pointed out are Holistic scoring, Relevant content, The connecting thought, Sentence structure and How the student has followed the instructions. The most salient result regarding grades is the difference between grades from the students’ own teachers and from the independent assessors. Ten texts have received a Fail from the student’s own teacher, but as many as 35 get an average Fail from three assessors. There is variation in assessment, but 18 Fail texts and 18 Pass texts get a unanimous grade. Quantitative analyses of the 60 texts show a definite correlation between grade and number of words. However, the Fail-groups among narrative, expository and argumentative texts contain both the shortest and the longest texts. School texts are longer now than thirty years ago, especially texts with low grades. Sentences and words have become shorter. Coherence is investigated by a method of reference cohesion. No clear difference between Pass and Fail texts can be found, but between types of essay topics. Also important is the organization of the text and its paragraphs, a factor which separates Fail and Pass texts. Various aspects of sentence structure show better results in the Pass texts. The thesis is concluded with a commentary on the demands of the last compulsory course in Swedish. The needed level is argued to be the ability to write for an unknown reader.
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| 6. |
- Östlund-Stjärnegårdh, Eva
(författare)
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Hur hittar man den röda tråden?
- 2003
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Ingår i: Språk och lärande/Language and learning. - 918788416X ; , s. 10-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- How do you find the connecting thought in a text?This study deals with texts written by 19-year-old students in upper-secondary school or students in the corresponding adult education. From a larger corpus I here work with eight texts, expository or argumentative, written within the national test in Swedish. Teachers have stated in a questionnaire on assessment that The connecting thought is one of five criteria with a high ranking when they decide whether to pass a text or not. The object of the study is to find out more about coherence in these school texts.I have used a model for analysis by Melin (1999), which combines six factors to describe coherence and structure in a text. The factors are: reference cohesion, focus on main cohesive chain, theme-rheme and theme-theme connections, conjunctions and paragraph linking.The main result is that this combination of coherence factors shows a difference between texts that have passed the test and those that have not passed. The Pass texts reach a higher value on four out of six factors, especially on focus. This is a pleasing result; a text with focus on the most important content is of course better than a confused text without focus.Can this model for analysis be useful for a larger text corpus? It may be impossible to find a model that is easy to work with and still gives as much information as the sum of the six factors used here. What model can work in the classroom? It is a good thing that teachers see the structure of a text and take it into consideration when grading, but they shall also be able to help students to improve unfocused texts.
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| 7. |
- Östlund-Stjärnegårdh, Eva
(författare)
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Hur lärare bedömer
- 2002
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Ingår i: Språk på väg. - : Språkvårdssamfundet. - 9173827746 ; , s. 22-
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
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| 9. |
- Östlund-Stjärnegårdh, Eva
(författare)
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Var går gränsen?
- 2001
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Ingår i: Svenskläraren. - Stockholm : Svenskläraren. - 0346-2412. ; :3, s. 12-15
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Östlund-Stjärnegårdh, Eva
(författare)
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Variation som kvalitetsdrag i elevtext
- 2002
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Ingår i: Svenskans beskrivning 25. - 9512921758 ; , s. 10-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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