| 1. |
- B. Boistrup, Lisa, et al.
(författare)
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Challenging theory versus practice : Connections between mathematics and vocational education
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper we discuss connections between two teaching contents in Swedish upper secondary school programs in vocational education; mathematics and vocational content. Simultaneously, we challenge a dichotomous understanding of theory and practice, while paying an interest in connections between the two. We have adopted the framework of praxeology by Chevallard. Through analysis of empirical examples, we illuminate how, for example, theoretical aspects may derive from both mathematics and vocational content, challenging mathematics as mainly theoretical and vocations as only practical.
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| 2. |
- Björklund Boistrup, Lisa, 1960-, et al.
(författare)
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A framework for analysing assessment in working life and vocational education
- 2019
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Ingår i: Nofa7 Abstracts. - Stockholm, Sweden : Stockholm University. ; , s. 36-36
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Konferensbidrag (refereegranskat)abstract
- In this paper we aim to discuss a research framework for analysing assessment in working life. We view assessment as a broad notion, taking place formally, through tests, coursework and the like, and informally through for example feedback during ongoing work. We argue that education, and significantly vocational education, has much to learn from taking knowledge about assessment as part of working life into account.Assessment in working life is in this paper viewed as a teaching content in vocational education. For students in vocational programmes, part of Swedish upper secondary school, it is highly relevant to learn about how working competence may be evaluated in their future occupations. Moreover, teachers carrying out assessment within the vocational programmes have much to learn from the ways assessment may be ‘done’ in working life. To assess vocational competence, also within vocational education, is different from formal educational assessment, since it is about capturing contextual knowing in action. In these actions, there are different logics (see Ellström, 2010) to pay attention to. One logic is a logic of production, where conformity and regulations are essential, and one is a logic of development, where problem solving and creativity are essential. So far, not much research has focused on assessment in working life in a broad sense, with relevance for vocational education.Assessment of vocational knowing is a field of research shared by disciplines like education, linguistics, economics and sociology. One theme in the literature addresses assessment for employment. This part of the research field is dominated by economists focusing on management issues, such as tests designed for selection of employees. Another theme is rather new in this field of research; assessment in skills competitions. A third theme is assessment in workplaces. Apart from some studies on assessment of employees’ performances and behaviour, there are few studies (eg. Kvale, 2007; Tanggaard & Elmholt, 2008) on assessment of vocational knowing at work.When discussing a framework for analysing assessment in working life, we will draw on theoretical considerations and make critical connections to previous research. In our theoretical considerations we incorporate three levels of practice: personal, interpersonal, and community processes (Rogoff, 2008), all in relation to assessment. To further examine aspects of vocational content in assessment, we adopt a framework of praxeology by Chevallard (2006), where praxis corresponds to ‘know-how’ and logos to ‘know-why’.
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| 3. |
- Eriksson, Inger, 1952-, et al.
(författare)
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Enriching ‘learning activity’ with ‘epistemic practices’ – enhancing students’ epistemic agency and authority
- 2016
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Ingår i: Nordic Journal of Studies in Educational Policy. - Uppsala : Informa UK Limited. - 2002-0317. ; 2:1, s. 82-97
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Tidskriftsartikel (refereegranskat)abstract
- This article is an unchanged, re-published version of: Inger Eriksson & Viveca Lindberg, ‘Enriching learning activities with epistemic practices – enhancing students’ epistemic agency and authority’, with Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román (2016), Att ta utbildningens komplexitet på allvar. En vänskrift till Eva Forsberg, Uppsala Universitet: Uppsala Studies in Education 138.
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| 4. |
- Hirsh, Åsa, et al.
(författare)
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Exploring Students’ Knowing by Pre and Post-tests in Learning Studies
- 2016
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Ingår i: Social Justice, Equality and Solidarity in Education.
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Konferensbidrag (refereegranskat)abstract
- Research topic/aim: In learning studies, as well as in other types of intervention studies, pre and posttests are often used to get an input value of students’ knowledge, as well as a learning outcome value after a certain intervention is performed. Carlgren (2012) identifies the use of pre and posttests in learning studies as an aspect that indicates “comparing effects in terms of pre and post-test differences” (p. 11). According to Pang and Marton (2003), one of the five steps of a learning study is ascertaining students’ pre-understandings, by an analysis of students’ conceptions or a pre-lesson test on their capability. Since pre and post-tests often are emphasised as an essential ingredient in learning studies, the purpose of this study is to deepen the knowledge of such tests as method for exploring students learning, and as point of departure for specifying the object of learning and identifying possible critical aspects for analysing instruction. Readings of Nordic learning studies indicate that the pre and post-tests used vary from traditional paper and pen tests to, for instance, structured or semi-structured interviews, observations and video recorded lessons. Also the purposes for which they are used seem to vary. This calls for a more systematic review, in order to explore • What kinds of pre- and post-tests have been used in Nordic learning studies? • What has been the function of the pre- and post-tests in the studies? • Depending on the types and functions of tests – is there a need for issues of validity to be raised?Methodology framework: Nordic databases have been searched to identify studies published during the last decade (2005-2015). Each study is read in relation to (i) the learning object(s) in focus; (ii) the information about pre and post-tests or corresponding concepts; and (iii) the purposes or functions of these. As a next step, these descriptions are read comparatively, in order to find similarities and differences, which are used for categorisation of types of pre and post-tests on the one hand, and functions of these on the other. (Expected) conclusions/findings: Some preliminary findings point to challenges, for instance that the relation between the object of learning and the tests used is often unclear, and that the validity of tests in relation to objects of learning and critical aspects can sometimes be questioned. If the purpose is to show effects of a learning study, such issues must be elaborated on much further. Also, the statistical basis for such analysis must be considered. If the purpose, on the other hand, is to become aware of students’ various ways of understanding the learning object and thereby the challenges for teaching, then the issue is how to explore students’ knowing. The preliminary finding show that the current study is important in order to further advance the learning study field of research
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| 5. |
- Hirsh, Åsa, et al.
(författare)
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Formativ bedömning på 2000-talet – en översikt av svensk och internationell forskning
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This systematic review maps and reports on 21st century Swedish and international research into the field of formative assessment in compulsory school. Our analysis shows that theoretical studies are increasingly positioning formative assessment as a context-bound social practice, rather than a set of general methods. Meanwhile a few large meta-studies, featuring remarkable effect sizes of increased learning on behalf of students, have contributed to policy decisions advocating large-scale implementation of formative assessment practices in many countries around the world. Researchers seem to agree that classroom implementation of formative assessment practices needs to be supported by processes in which professional learning is given space, but in reality such processes are often lacking. It has been seen that the lack of peer learning among teachers and school leaders often means that pseudo-formative practices evolve, where the understanding of formative assessment tends to be instrumental and linked to ritual work with a general method package. We have also seen that ICT-related tools for formative assessment are gaining ground. When formative assessment is regarded as time consuming from the teacher point of view, ICT tools are seen as one way to streamline instructional processes. It is evident in some of these studies that computers/mobile devices tend to be understood as independent actors, who in themselves are regarded as formative, i. e. as being the ones analysing students’ "learning" (answers to questions) and providing feedback. As a result, we predict that important issues for future research will concern, for instance, which type of feedback that can be provided by computers, and with what quality it can be provided. The consequence of digital tests and digital feedback for teachers’ professionalism is of course another important issue, since formative assessment serves to develop not only the students but also the teachers’ understanding of how learning processes can be customized to meet students’ needs. A third interesting question, linked to the former, concerns who develops the software used for this purpose. Generally, it can be concluded that empirical studies conducted at compulsory school level are few, and that we often rely on studies conducted in higher education when commenting on beneficial effects of formative assessment on student learning. Meta studies dealing with general effects of formative assessment are problematized, in part because the umbrella term formative assessment involves so many and disparate phenomena that it is problematic to speak of one overall effect. Swedish research into formative assessment is rather scarce, especially considering how large impact formative assessment as a set of methods/approaches seems to have in Swedish schools. Nevertheless, the results from the various Swedish studies point to a certain coherence. Studies of documentation, mainly through individual development plans, dominate the research field, along with a few classroom studies of teachers’ formative assessment work. There are also studies that focus on national - and to some extent local/municipal - governance of the school, and the consequences of various types of control for teachers’ assessment work. The need for different types of studies that include the perspectives of multiple levels of actors, is evident: a collaboration between research based on qualitative and quantitative data are needed. Intervention studies that measure the impact of different aspects of formative assessment need to be complemented by studies of how teachers, principals and local/municipal policy levels analyse and use assessment information to shape the instructional processes that will ultimately lead to increased learning/higher goal attainment among students. In addition, surveys and studies of Swedish teacher training would be desirable, given that international research shows that too few educators within teacher education programs have the in-depth knowledge required for adequately making teacher students assessment literate. Our review also shows that a very small percentage of studies take the students' perspective, wherefore we know very little about how they perceive and are affected by various methods which are classified as formative assessment.
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| 6. |
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| 7. |
- Kaiser, Franz, et al.
(författare)
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Vocational teachers in the Swedish and Finnish vocational education systems
- 2019
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Ingår i: Pedagogical concerns and market demands in VET. - Valencia : Publicacions de la Universitat de València. - 9781095157909 ; , s. 301-307
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Konferensbidrag (refereegranskat)abstract
- Vocational education in Finland and Sweden has many similarities, including the cultural values of Nordic welfare state action, school based system and VET teachers with a large experiences in working life. In order to examine the similarities and differences at the level of the actors, vocational school teachers from both countries will be analysed with a quantitative survey, based on previous research and expert surveys in the countries. In both countries efforts are currently being made to promote work based learning or apprenticeship models in vocational education and training, which also places changing demands on teachers as well as globalisation, digitalisation and inclusion.
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| 8. |
- Lindberg, Viveca, 1954-, et al.
(författare)
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Att ge röst åt de yngre barnen : en kartläggning i nio kommuner läsåret 2014-2015
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Under läsåret 2014-2015 kartlades nio kommuners arbete med på vilka sätt elever i förskoleklass till årskurs 3 'ges röst' i skolan. I var och en av kommunerna genomfördes fokusgrupp intervjuer med nyckelpersoner representerade administrativ/pedagogisk ledning och verksamma pedagoger. Inför intervjuerna ombads kontakpersonen i var och en av kommunerna aända in sådan dokumentation eller mallar för dokumentation som de ansåg vara av relevans för projektet. Fokusgruppsntervjuerna baserades dels på den dokumentaiton vi fått in, dels på de erfarenheter de olika typerna av deltagare hade av skolornas arbete med att ge röst åt de yngre barnen. Vidare analsyerades styrdokument, myndigheters uppföljnings- och utvärderingsrapporter samt viss tidigare forskning inom området. Resultatet av studien visar dels att yngre elevers inflytande och delaktighet i skolans verksamhet vanligen relateras till rådsfunktioner såsom klass- och elevråd, matråd etc. och att inflytande gäller val mellan förutbestämda alternativ. Det är ovanligare att elever får inflytande över innehållet i skolarbetet - däremot kan de få välja i vilken ordning de ska göra olika uppgifter. Medverkande kommuner efterfrågar redskap med vilka de kan arbeta med elevers reella inlytande och delaktighet i klass.
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| 9. |
- Lindberg, Viveca, 1954-
(författare)
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Det svenska betygssystemet och dess aktörer
- 2018. - 1
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Ingår i: Lärares bedömningsarbete. - Stockholm : Natur och kultur. - 9789127823020 ; , s. 173-212
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
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