| 1. |
- Albinsson, Gunilla, et al.
(author)
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Maktutövning ur ett organisations- och genusperspektiv. En studie vid tre vårdavdelningar
- 2000
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Doctoral thesis (other academic/artistic)abstract
- The primary aim of the present thesis is to increase understandig of the relationship between organisational structure, gender and power. Understanding of this relationship requires a closeness to the individual being studied as well to the content and consequences of that individuals´actions. The empirical object of study is a group of professional women at a somatic clinic. The problem investigated is based on a theoretical perspective on organisations; feminist theories and power theories. Our starting point was that these women should be seen as subjects who actively shape their own daily living situation, experience and actions. We thus felt it appropriate to choose a qualitative method. Data was collected by means of observation and qualitative interviews. The results show that the first foundation of gender-related domination at the clinic was hierarchial and bureaucratic and was characterised by a clear power symmetry and division of labour. The second foundation of gender-related domination resulted in the organisational structure of the clinic allowing a few men at the top of the hierarchy to exercise power over the women in the middle and lower levels. An important conclusion is that the women studied were clearly at a disadvantage in a hierarchial organisation. The difference in influence between men and women in the study was further reinforced by the fact that the various professional categories belonged to different sub-cultures. The unisexual sub-cultures when combined with the doctor´s normative sub-culture further increased the opportunities for the men studied to dominate the women, thereby reinforcing the impression that the organisation was based om male norms and the logic of segregation. Male domination can also be understood from an individual perspective. The men studied adopted different strategies as a means of accentuating their position in relation to the women. The study comprised a few women who used specific domination tactics. They possessed knowledge of the different power techniques open to them, and they used these in their relations with men. Knowledge of the two foundations mentioned stimulates the desire to initiate changes. One element of significance in such changes is the re-forming of structural conditions. It is important to bring about changes at individual level. Men and women´s consciousness of, and knowledge about, gender-related domination must be the focus of attention.
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| 2. |
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| 3. |
- Blanck, Sara, 1980-
(author)
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När ämnen möts : En analys av samhällskunskapsämnets funktioner och karaktärer vid ämnesintegrerad undervisning
- 2014
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Licentiate thesis (other academic/artistic)abstract
- This study examines the subject civics (social studies) in interaction with other subjects in interdisciplinary projects. By studying three different integrated projects in the grades 7-9, the study examines how subjects interact with one another. The aim of the study is to describe and analyze the character and function of civics in interdisciplinary projects. The results are used to discuss the relationship between subject and integration.In the world of education, there are two endeavors that may seem to counteract each other: on the one hand, focus on more clearly subject-specific knowledge and, on the other, the pursuit of cooperation and interaction between subjects in different forms of interdisciplinary organization of teaching and learning. Integration between subjects can be seen as an opportunity to address the complex problems and challenges of today's citizens in a changing global world.The results of the study describe three dynamic interdisciplinary projects that all contain a movement between different types of interaction between subjects with various degrees of integration. These types are predisciplinary, helping, correlated, shared and reconstructed.In addition, the study shows that civics in the three projects is emerging as an obvious main subject that aims to develop the pupils’ abilities to orientate (facts and concepts), analyze and discuss. So far integrated teaching appears to result in both what subject-specific teaching reaches and, moreover, it seems to form a synthesis knowledge that can be difficult to measure, but that relates to the main goals of the curriculum beyond subjects. These abilities to act can be used to describe the synthesized knowledge citizens need in order to act in the world.
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| 4. |
- Edman-Stålbrandt, Eva, 1958-
(author)
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Simulerade skoldilemman : redkap för utveckling av reflektionsfömåga?
- 2013
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Doctoral thesis (other academic/artistic)abstract
- Syftet med avhandlingen är att studera lärarstuderandes samtal om simulerad skolverksamhet för att söka förstå möjligheter och begränsningar med simulerade dilemman som medierande redskap för reflektion över lärares arbete. Undersökningen är genomförd under seminarier i svensk och finländsk lärarutbildning. Forskningsprocessen består av tre faser; en konstruktionsfas, en prövningsfas och en undersökningsfas. Under konstruktionsfasen producerades simuleringar på basen av en narrativ analys av semistrukturerade intervjuer med nyutbildade lärare. Simuleringarna testades med lärare och lärarstuderande i prövningsfasen. I undersökningsfasen utarbetades reflektionsfrågor och studiens empiriska data samlades in genom videoobservation. Totalt femton samtal filmades vid fem seminarier och tre olika lärosäten, två i Sverige och ett i Svenskfinland. De studerande som förekommer i datamaterialet befann sig i början, mitten och i slutet av sin lärarutbildning. Analysen bygger på Schöns olika reflektionsbegrepp och ett sociokulturellt perspektiv som bygger på den ryska kulturhistoriska skolan. Resultaten visar att de studerande engagerade sig starkt i samtalen i de flesta fall och att engagemanget var relaterat till deras uppfattningar om simuleringens autenticitet. Simuleringarna och reflektionsfrågorna användes både som sekundära och tertiära artefakter. Bland simuleringarnas modaliteter framstod ljudet som den viktigaste för nyanser av förståelse och engagemang och reflektionsfrågorna fungerade som kommunikativt stöd och strukturell scaffolding. När de studerande använde simuleringen för dekontextualisering i en öppen dialog förekom en tertiär dialog, i vilken förhandling av ny mening ägde rum. Kreativ reflektion – att se dilemmat ur olika perspektiv och reciprok reflektion – öppen utmanande dialog förekom flitigt i vilka en didaktisk- analytisk praktikgemenskap skapades. Slutsatserna är att simulerade skoldilemman kan utgöra en potential för lärarstuderandes utveckling av reflektionsförmåga när de används i mindre samtalsgrupper och den didaktiska inramningen relateras till aktuellt kursinnehåll. Om simuleringens innehåll inte upplevs som autentiskt finns dock risk för att förutfattade meningar om lärares arbete förstärks om de inte utmanas av medstuderande eller lärarutbildare.
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| 5. |
- Jönsson, Anders, et al.
(author)
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Dynamic assessment and the interactive examination
- 2005
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Conference paper (peer-reviewed)abstract
- Learning is acknowledged to be a dynamic process of a series of interactions. However,the assessment of learning, especially within academic profession directededucation has been usually treated as a non-interactive procedure, often limited toa one-shot control of knowledge comprehension and psychomotor skills. Adaptationto modern professional environments and life long learning, requires a widerspectrum of meta-cognitive skills from students, such as the ability to assess ourselvesand identify consequent learning objectives that will steer our learning. TheInteractive Examination is a structured evaluation scheme, which aims to evaluatestudent’s skills and competencies while expanding and supplementing the learningprocess. The methodology utilises students’ own reflections and self-assessment asa starting point, followed by an individual assignment and a task of comparing theirsuggestions to that of peers or professionals. The differences, prioritising, reasoningand arguments pointed by students in their comparison documents are analysedand categorised. Finally, students receive individual feedback on their performanceand learning needs. The students are expected to come out of the process having notonly tested their current competence and understanding, but also having identifiedindividual learning objectives for the future. This paper will present and discussresults from a multi-centre evaluation study on the Interactive Examination methodology,as conducted through a specially designed Internet page during Autumn2004. The study involved undergraduate students in the faculties of Odontologyand Teachers’ Education, Malmo University, Sweden. The aim of the study is to investigatestudent’s perceptions of the methodology through standardised questionnairesand interview, as well as identify factors of importance for interdisciplinaryapplicability of assessment methodologies.
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| 6. |
- Jönsson, Anders, 1970-, et al.
(author)
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Dynamic assessment and the “Interactive Examination”
- 2007
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In: Journal of Educational Technology & Society. - : International Forum of Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 10:4, s. 17-27
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Journal article (peer-reviewed)abstract
- To assess own actions and define individual learning needs is fundamental for professional development. The development of self-assessment skills requires practice and feedback during the course of studies. The “Interactive Examination” is a methodology aiming to assist students developing their self-assessment skills. The present study describes the methodology and presents the results from a multicentre evaluation study at the Faculty of Odontology (OD) and School of Teacher Education (LUT) at Malmö University, Sweden. During the examination, students assessed their own competence and their self-assessments were matched to the judgement of their instructors (OD) or to their examination results (LUT). Students then received a personal task, which they had to respond to in written text. After submitting their response, the students received a document representing the way an “expert” in the field chose to deal with the same task. They then had to prepare a “comparison document”, where they identified differences between their own and the “expert” answer. Results showed that students appreciated the examination in both institutions. There was a somewhat different pattern of self-assessment in the two centres, and the qualitative analysis of students’ comparison documents also revealed some interesting institutional differences.
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| 7. |
- Jönsson, Anders, et al.
(author)
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Dynamic assessment and the "Interactive examination"
- 2007
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In: Educational Technology & Society. - : International Forum of Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 10:4, s. 17-27
-
Journal article (peer-reviewed)abstract
- To assess own actions and define individual learning needs is fundamental for professional development. The development of self-assessment skills requires practice and feedback during the course of studies. The "Interactive Examination" is a methodology aiming to assist students developing their self-assessment skills. The present study describes the methodology and presents the results from a multicentre evaluation study at the Faculty of Odontology (OD) and School of Teacher Education (LUT) at Malmö University, Sweden. During the examination, students assessed their own competence and their self-assessments were matched to the judgement of their instructors (OD) or to their examination results (LUT). Students then received a personal task, which they had to respond to in written text. After submitting their response, the students received a document representing the way an professional in the field chose to deal with the same task. They then had to prepare a "comparison document", where they identified differences between their own and the professional answer. Results showed that students appreciated the examination in both institutions. There was a somewhat different pattern of self-assessment in the two centres, and the qualitative analysis of students' comparison documents also revealed some interesting institutional differences.
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| 8. |
- Jönsson, Anders, 1970-
(author)
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Educative assessment for/of teacher competency : a study of assessment and learning in the ”Interactive examination” for student teachers
- 2008
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Doctoral thesis (other academic/artistic)abstract
- The aim of this dissertation is to explore some of the problems associated with introducing authentic assessment in teacher education. In the first part of the dissertation the question is investigated, through a literature review, whether the use of scoring rubrics can aid in supporting credible assessment of complex performance, and at the same time support student learning of such complex performance. In the second part, the conclusions arrived at from the first part are implemented into the design of the so-called “Interactive examination” for student teachers, which is designed to be an authentic assessment for teacher competency. In this examination, the students are shown short video sequences displaying critical classroom situations, and are then asked to describe, analyze, and suggest ways to handle the situations, as well as reflect on their own answers. It is investigated whether the competencies aimed for in the “Interactive examination” can be assessed in a credible manner, and whether the examination methodology supports student learning. From these investigations, involving three consecutive cohorts of student teachers (n = 462), it is argued that three main contributions to research have been made. First, by reviewing empirical research on performance assessment and scoring rubrics, a set of assumptions has been reached on how to design authentic assessments that both support student learning, and provide reliable and valid data on student performance. Second, by articulating teacher competency in the form of criteria and standards, it is possible to assess students’ skills in analyzing classroom situations, as well as their self-assessment skills. Furthermore, it is demonstrated that by making the assessment demands transparent, students’ performances are greatly improved. Third, it is shown how teacher competency can be assessed in a valid way, without compromising the reliability. Thus the dissertation gives an illustration of how formative and summative purposes might co-exist within the boundaries of the same (educative) assessment.
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| 9. |
- Jönsson, Anders, 1970-, et al.
(author)
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The use of scoring rubrics : reliability, validity and educational consequences
- 2007
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In: Educational Research Review. - : Elsevier Ltd.. - 1747-938X .- 1878-0385. ; 2, s. 130-144
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Journal article (peer-reviewed)abstract
- Several benefits of using scoring rubrics in performance assessments have been proposed, such as increased consistency of scoring, the possibility to facilitate valid judgment of complex competencies, and promotion of learning. This paper investigates whether evidence for these claims can be found in the research literature. Several databases were searched for empirical research on rubrics, resulting in a total of 75 studies relevant for this review. Conclusions are that: (1) the reliable scoring of performance assessments can be enhanced by the use of rubrics, especially if they are analytic, topic-specific, and complemented with exemplars and/or rater training; (2) rubrics do not facilitate valid judgment of performance assessments per se. However, valid assessment could be facilitated by using a more comprehensive framework of validity when validating the rubric; (3) rubrics seem to have the potential of promoting learning and/or improve instruction. The main reason for this potential lies in the fact that rubrics make expectations and criteria explicit, which also facilitates feedback and self-assessment.
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| 10. |
- Jönsson, Anders, et al.
(author)
-
The use of scoring rubrics : Reliability, validity, and educational consequences
- 2007
-
In: Educational Research Review. - : Elsevier Ltd.. - 1747-938X. ; 2, s. 130-144
-
Journal article (peer-reviewed)abstract
- Several benefits of using scoring rubrics in performance assessments have been proposed, such as increased consistency of scoring, the possibility to facilitate valid judgment of complex competencies, and promotion of learning. This paper investigates whether evidence for these claims can be found in the research literature. Several databases were searched for empirical research on rubrics, resulting in a total of 75 studies relevant for this review. Conclusions are that: (1) the reliable scoring of performance assessments can be enhanced by the use of rubrics, especially if they are analytic, topic-specific, and complemented with exemplars and/or rater training; (2) rubrics do not facilitate valid judgment of performance assessments per se. However, valid assessment could be facilitated by using a more comprehensive framework of validity when validating the rubric; (3) rubrics seem to have the potential of promoting learning and/or improve instruction. The main reason for this potential lies in the fact that rubrics make expectations and criteria explicit, which also facilitates feedback and self-assessment.
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