| 1. |
|
|
| 2. |
|
|
| 3. |
- Jansson, Tobias, Adjunkt, 1972-
(author)
-
Varierade bedömningspraktiker i samhällskunskap : Validitet och agens i lärares beslut om bedömningars syften, innehåll och metoder
- 2024
-
Doctoral thesis (other academic/artistic)abstract
- I denna avhandling undersöks samhällskunskapslärares bedömnings-praktiker vad gäller syften, innehåll, förmågor och metoder, samt faktorer som kan påverka lärares bedömningspraktiker. Detta undersöktes genom tematiska analyser av intervjuer med totalt nitton gymnasielärare och deras bedömningsuppgifter. Studierna visade en variation, både mellan lärarna och att enskilda samhällskunskapslärare varierade sina bedömningar. Lärarna i studierna hade varierade syften, men en råd-ande performativ diskurs, med betoning på betygskriterierna, innebar en summativ praktik med fokus på att ha underlag för betyg. Däremot uttryckte lärarna en hög grad av agens gällande innehåll och förmågor som testades och med vilka metoder. Samtidigt påverkade en ämnestradition vilket innehåll som testades. Historiskt har lärare främst testat faktakunskaper i skriftliga prov, men lärarna i studierna varierade metoderna och betonade resonerande förmågor, vilket är i linje med ämnets öppna karaktär. Fokuseringen på betygskriterierna är positiv för validiteten gällande betygsättning. Däremot kan validiteten i relation till formativa syften problematiseras. Betoningen på summativ bedömning innebär dock en risk för en instrumentell syn på skolan med fokus på betyg snarare än lärande. Variationen mellan lärare riskerar också att leda till problem med likvärdig bedömning där elever lär sig olika saker och utvecklar olika förmågor. Samtidigt hjälper variation fler elever att lyckas då olika metoder passar olika elever. Lärarna har socialiserats in i en bedömningspraktik, vilken främst har formats av deras erfarenheter, snarare än lärarutbildningen. Utbildning i bedömning skulle dock kunna öka lärares bedömarkompetens. Bedömning är svårt och komplext, där lärare behöver balansera olika syften, välja ändamålsenliga metoder i relation till syften och vilket inne-håll och vilka förmågor som ska testas, samt hantera bedömningars olika konsekvenser. Det är ett viktigt arbete, i vilket samhällskunskapslärarna har möjlighet till stor agens och professionalitet.
|
|
| 4. |
- Jönsson, Anders, et al.
(author)
-
Complement or Contamination : A Study of the Validity of Multiple-Choice Items when Assessing Reasoning Skills in Physics
- 2017
-
In: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 2
-
Journal article (peer-reviewed)abstract
- The purpose of this study is to investigate the validity of using multiple-choice (MC) items as a complement to constructed-response (CR) items when making decisions about student performance on reasoning tasks. CR items from a national test in physics have been reformulated into MC items and students’ reasoning skills have been analyzed in two substudies. In the first study, 12 students answered the MC items and were asked to explain their answers orally. In the second study, 102 students from five randomly chosen schools answered the same items. Their answers were scored, and the frequency of correct answers was calculated for each of the items. The scores were then compared to a sample of student performance on the original CR items from the national test. Findings suggest that results from MC items might be misleading when making decisions about student performance on reasoning tasks, since students use other skills when answering the items than is intended. Results from MC items may also contribute to an overestimation of students’ knowledge in science.
|
|
| 5. |
- Kakoulidou, Kristina, 1973-
(author)
-
Från A till F : Bedömning och betygssättning i historia på gymnasiet
- 2021
-
Licentiate thesis (other academic/artistic)abstract
- This licentiate thesis examines how history teachers in Swedish upper secondary school translate the syllabus for History 1b into practice when they construct, assess and grade student assignments and exams, and how this, in turn, affects students’ final grades and the equivalence of grades.The empirical material was collected from six teachers at five different upper secondary schools, and consisted of, on the one hand, authentic students’ assignments and exams, along with partial grades and resulting final grades, and, on the other hand, the teachers’ reflections on the processes involved in assessing and grading said assignments and exams, and subsequently awarding final grades. The teachers’ reflections were obtained through interviews, in which the informants were asked to go through their students’ work and “think aloud” about the reasons for their assessments.The empirical material was analysed based on a modified version of Bloom’s revised taxonomy, in terms of how well it aligned with the syllabus, as well as in terms of whether assignments and exams differed between student groups as a result of the teachers’ different interpretations of the syllabus. The results of the analysis were subsequently used to discuss the equivalence of grades.In conclusion, the study shows that there are clear differences in how the teachers participating in the study translate and implement the intentions of the syllabus in their assignments and exams – as regards content as well as cognitive levels. Whereas some teachers base their assignments and exams on the full range of content categories and cognitive levels covered by the syllabus, others focus on fewer content categories at less advanced cognitive levels. It seems reasonable to assume that this, in turn, affects grading in that it will be harder for students belonging to the former group to achieve a high final grade, than it will for students belonging to the latter group. Consequently, the equivalence of grades is negatively affected. KeywordsHistory education, assessment, grading, alignment, upper secondary school, curriculum, syllabus.
|
|
| 6. |
- Kinhult, Sara, et al.
(author)
-
Regional variation i användningen av TTF vid glioblastombehandling : [Regional variation in usage of TTF (Optune)]
- 2023
-
In: Läkartidningen. - : Läkartidningen Förlag AB. - 0023-7205 .- 1652-7518. ; 120:120
-
Journal article (peer-reviewed)abstract
- The standard treatment of glioblastoma, an aggressive brain tumour, includes radiotherapy combined with temozolomide. Based on a randomised trial, showing five months increased survival, TTF has been introduced in the management of patients with good performance status. Data from the Swedish national quality registry for CNS tumours have been analysed for TTF usage. The results demonstrate that 65 percent of the patients accepted treatment with TTF. More than half of the treated patients interrupted treatment due to low compliance or their own wish. Median treatment time was 164 days, with a range from 0 to 774 days. There was a large variation between different regions in how many patients were offered TTF treatment. A non-significant trend to better survival was seen for the group of TTF-treated patients compared to individually matched controls. In summary, TTF is a new treatment for glioblastoma, with potential to prolong survival also in real world patients. Today, the treatment is not offered equally to all patients, despite national guidelines.
|
|
| 7. |
- Kinhult, Sara, et al.
(author)
-
Regional variation i användningen av TTF vid glioblastombehandling
- 2023
-
In: Lakartidningen. - 0023-7205. ; 120
-
Journal article (peer-reviewed)abstract
- The standard treatment of glioblastoma, an aggressive brain tumour, includes radiotherapy combined with temozolomide. Based on a randomised trial, showing five months increased survival, TTF has been introduced in the management of patients with good performance status. Data from the Swedish national quality registry for CNS tumours have been analysed for TTF usage. The results demonstrate that 65 percent of the patients accepted treatment with TTF. More than half of the treated patients interrupted treatment due to low compliance or their own wish. Median treatment time was 164 days, with a range from 0 to 774 days. There was a large variation between different regions in how many patients were offered TTF treatment. A non-significant trend to better survival was seen for the group of TTF-treated patients compared to individually matched controls. In summary, TTF is a new treatment for glioblastoma, with potential to prolong survival also in real world patients. Today, the treatment is not offered equally to all patients, despite national guidelines.
|
|
| 8. |
- Kinhult, Sara, et al.
(author)
-
Regional variation in usage of TTF (Optune) Regional variation i användningen av TTF vid glioblastombehandling : [Regional variation in usage of TTF (Optune)]
- 2023
-
In: Läkartidningen. - : Sveriges läkarförbund. - 0023-7205 .- 1652-7518. ; 120
-
Journal article (peer-reviewed)abstract
- The standard treatment of glioblastoma, an aggressive brain tumour, includes radiotherapy combined with temozolomide. Based on a randomised trial, showing five months increased survival, TTF has been introduced in the management of patients with good performance status. Data from the Swedish national quality registry for CNS tumours have been analysed for TTF usage. The results demonstrate that 65 percent of the patients accepted treatment with TTF. More than half of the treated patients interrupted treatment due to low compliance or their own wish. Median treatment time was 164 days, with a range from 0 to 774 days. There was a large variation between different regions in how many patients were offered TTF treatment. A non-significant trend to better survival was seen for the group of TTF-treated patients compared to individually matched controls. In summary, TTF is a new treatment for glioblastoma, with potential to prolong survival also in real world patients. Today, the treatment is not offered equally to all patients, despite national guidelines.
|
|
| 9. |
- Löfström, Jan, et al.
(author)
-
Editorial : Assessment and National Exams in Social Studies and Social Sciences
- 2023
-
In: Journal of Social Science Education. - : Bielefeld University. - 1618-5293. ; 22:2
-
Journal article (other academic/artistic)abstract
- In the Introduction are outlined some central questions relating to why there has been increased interest toward assessment, evaluation and testing in educational policy in the last 30 years, and what effect this may have had on pedagogy. In the Introduction attention is drawn to the both negative and positive potential that there is in the new emphasising of student assessment.
|
|
| 10. |
- Nersäter, Anders
(author)
-
Learning history in an enquiry and source-based practice : What do students need to learn in relation to second-order concepts to be able to handle historical sources?
- 2022
-
Doctoral thesis (other academic/artistic)abstract
- In this thesis, results from three studies and a reanalysis have been combined to provide knowledge of what students need to learn in relation to the second-order concepts of evidence, historical empathy and causation, for them to be able to handle historical sources and construct accounts. Data has been collected in two intervention studies conducted in collaboration with a group of upper secondary teachers. In these interventions, the research group used Learning Study (Marton & Pang, 2003) as the approach to explore two objects of learning framed around causal reasoning and historical sources in the context of Imperialism and Decolonization in Africa. Data include documentation from the research group’s meetings, interviews, a pre-survey, assignments, lesson material and video recordings (15 lessons in total).To answer the research questions in the individual articles, a composed analysis has been undertaken in different stages, and this was built on theoretical assumptions from variation theory (Marton, 2015) and the historical thinking tradition. Variation theory was used to identify and categorize qualitatively different conceptions for the objects of learning in terms of discernment. What developed knowledge may entail in relation to the objects of learning was informed by the theoretical framework of the historical thinking tradition. Combined, this made it possible to identify specific aspects assessed as critical for students to be able to undertake qualitative causal reasoning and handle historical sources with quality. In the reanalysis, these aspects were compared with different conceptualizations and research findings regarding students’ understanding of evidence, historical empathy, and causation to analyze what dimensions students need to discern to be able to pursue source-based enquiry and construct accounts.In relation to historical sources, the results show that this ability to a large extent but not completely equates that students have an understanding and the capacity to undertake actions associated with evidence and historical empathy. It is suggested that this ability encompasses five interrelated dimensions: Epistemological understanding, Alteration of perspective, Contextual knowledge, Relational approach to source criticism and finally Combining contextual knowledge and sources to construct evidence.In relation to historical accounts focused on causation, the results again suggest that this ability holds five partly interrelated dimensions that students need to encompass: Epistemological understanding, Contextual knowledge, Temporal frameworks, Interrelationships and relative significance and lastly Actors and societal structures.
|
|
