| 1. |
- 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
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Ingår i: Paper presenterat vid The 10th Annual EALTA Conference, Istanbul, Turkiet.
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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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| 2. |
- Erickson, Gudrun, 1950, et al.
(författare)
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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
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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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| 3. |
- 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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| 4. |
- Erickson, Gudrun, 1950
(författare)
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Assessment in the context of the teaching-learning process
- 2011
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Ingår i: Invited plenary at the II Seminario Sicele; Comillas (Cantabria), Spain, 7 Oct. 2011.
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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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| 5. |
- Erickson, Gudrun, 1950, et al.
(författare)
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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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| 6. |
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| 7. |
- Erickson, Gudrun, 1950
(författare)
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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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| 8. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Bedömningens dubbla funktion - för lärande och likvärdighet
- 2014
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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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| 9. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Can That Be Done? - On Developing High-Stakes Summative Tests for Additional Formative Purposes
- 2012
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Ingår i: Presentation vid AERA 2012 Annual Meeting, Vancouver, Canada.
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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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| 10. |
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