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- Friberg, Henrik, 1965-
(author)
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Historielärares klassrumsbedömningar : Innehåll och roll i ett historiedidaktiskt perspektiv
- 2017
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Licentiate thesis (other academic/artistic)abstract
- Assessment is a permanent part of history teaching, and the interest in assessment is highly current in the Swedish educational system. One aspect is formative assessment and feedback as a tool for learning; another aspect is that assessment tends to be more and more formalized.Earlier research on written assignments and tests show that history teachers often focus on assessing history knowledge as content and memorizing school textbook. Thus the risk is that history education and assessment does not correspond to the new curricula and rating scale with a wider range of goals.This study investigates the ongoing assessment in the history classroom, frequently entitled ”the black box”. Four history teachers in Swedish upper secondary school were interviewed about assessment, and their classroom assessments in a series of lessons were observed and recorded. The requested historical competencies in teachers´ questioning and feedback are interpreted through the concepts of the historical thinking tradition. Similarities and differences are discussed.Results show a great variety in questioning and feedback. Closed questions are present, but are not in majority, and encouraging feedback is more frequent than rejective. All teachers have the same principle – first order concepts or content come first, then second order concepts or thinking about the first order concepts. Among the second order concepts comparision stands as a universal tool to understand content and handle second order concepts. Cause and consequence combined with continuity and change (most focus on change) also appear to be common in the classroom assessements. More rare are historical persectives and significance. Most teachers consider the classroom assessment as valuable chances to get to know pupils´ history knowledge, but one teacher consider the ongoing pupils’ statements as far more reliable than the written ones, when it comes to grading.The over all result indicates that classroom assessments can involve more than history knowledge as memorized content like single facts.
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- Schiöler, Katarina, 1967-
(author)
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Kurskonstruktörer i ett målstyrt system : En studie av hur två lärare planerar en gymnasiekurs i historia
- 2012
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Licentiate thesis (other academic/artistic)abstract
- The focus of this study is planning for the school subject History in the Swedish upper secondary school. In a goal-oriented educational system teachers have – to some extent – the possibility to interpret and decide how the formal curriculum should be realized in practice. The starting point of this study is the claim that planning is a complex process and that more knowledge is needed about its implementation in today´s school.The planning of the History syllabus, as planned and performed by two teachers in upper secondary schools has been studied during one term with special emphasis on the teachers´ planning related to the national documents.Starting from the teachers´ description of their planning, a model that seems to be a relevant tool to help describe and analyse central aspects of planning, has been used. Their planning has also been described by the help of various concepts and perspectives. The study includes, among other things: the teachers´ selection of story and organizing principle, the measure of intention when planning for the goals in the formal curriculum, the selection of various analytical tools, the teaching for resonance, the planning for transparency and progression of the assessment, the selection of assessment tools and the basis for assessment.The study has also included the issue of whether the goals in the formal curriculum have primarily been interpreted in a general manner or related to the special school subject History, and to what extent the goals in the formal curriculum have been integrated in the didactic decisions made in order to plan teaching and evaluation.
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