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| 2. |
- Bardel, Camilla, 1963-, et al.
(författare)
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Learning, teaching and assessment of second foreign languages in Swedish lower secondary school – dilemmas and prospects
- 2019
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Ingår i: Apples - Journal of Applied Language Studies. - : Apples - Journal of Applied Language Studies. - 1457-9863. ; 13:1, s. 7-26
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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, 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
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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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| 4. |
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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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| 5. |
- Erickson, Gudrun, 1950
(författare)
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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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| 6. |
- Erickson, Gudrun, 1950
(författare)
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Bedömningens dubbla funktion – för lärande och likvärdighet
- 2016
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Ingår i: Communicare (Fremmedspråksenteret, Norge). - 1893-1499. ; 6, s. 4-9
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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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| 7. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Bedömningens dubbla funktion - för lärande och likvärdighet
- 2017
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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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| 8. |
- Erickson, Gudrun, 1950
(författare)
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Collaboration and Agency in Educational Assessment
- 2016
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Ingår i: Keynote presentation at the 17th AEA Conference (Association for Educational Assessment - Europe); Limassol, Cyprus.
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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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| 9. |
- 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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| 10. |
- 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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