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- Erickson, Gudrun, 1950, et al.
(author)
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A Collaborative Approach to National Test Development
- 2012
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In: Tsagari, D. & Csépes, I. (Eds.). Collaboration in Language Testing and Assessment. - Frankfurt am Main : Peter Lang. - 9783631635292 ; , s. 93-108
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Book chapter (peer-reviewed)abstract
- With its conceptual basis in an extended view of validity, this chapter discusses the development process surrounding the extensive system of national summative tests and formative assessment materials for foreign languages in Sweden. The approach adopted in this work is collaborative and reciprocal, with systematic involvement of teachers, teacher educators, researchers within different fields, and, importantly, large numbers of students of different ages. On the basis of a brief outline of the educational and political context, the development process is described, from the theoretical and reasoning phase, through design, pre-testing and standard setting procedures, to various forms of research on outcomes. Examples are given of contributions from different stakeholders: teacher analyses of the comparability and equivalence of tests of different languages at the same level, feedback from students on various aspects of tasks, and structural equation modelling to increase understanding of the dimensionality of test results. With reference to EALTA’s Guidelines for Good Practice, it is argued that the same basic principles for Good Practice in Language Testing and Assessment apply to large-scale contexts as well as to continuous, small-scale assessment in classrooms.
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- Gustafsson, Jan-Eric, 1949, et al.
(author)
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Unidimensionality and Interpretability of Psychological Instruments
- 2010
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In: Measuring Psychological Constructs: Advances in Model-Based Approaches, Embretson, S. E. (Ed.). - Washington : American Psychological Association. - 9781433806919 ; , s. 97-121
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Book chapter (other academic/artistic)
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- Sträng, Monica, et al.
(author)
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From the mountain and then? : Five-year-olds visiting the ‘Way of the water’ exhibition at a science centre.
- 2009
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In: International Journal of Early Childhood. - : Springer Netherlands. - 0020-7187 .- 1878-4658. ; 41:1, s. 13-31
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Journal article (peer-reviewed)abstract
- The focus of this article is on ten 5-year-old children and their teacher visiting a ‘Way of the water’ exhibition (a large scale model showing the flow of water from the mountains to the sea) at a science centre and a later follow up discussion at a circle-time back at pre-school. The aims of the study were to analyse, describe and discuss (a) what learning-content was focussed upon, (b) what communicative strategies were adopted by the adults (i.e. the teacher and a museum guide) when talking with the children about the natural phenomena met at the ‘Way of the water’, and (c) how different contexts framed the interaction between the adults and the children. The results show that both the guide and the teacher focussed mainly on single facts about nature and cultural phenomena and only to a lesser degree on environmental processes. The adults adopted three different strategies with respect to how the learning-content was approached, namely providing facts, directing attention by posing questions, and asking for accounts. We argue that each of these communicative strategies was related to a particular contextual framing. The children were, at times, very spontaneous and followed rules for everyday social interaction, whereas, when prompted by the teacher to arrive at ‘correct’ answers, they adapted to the well known ‘inquiry-response-evaluation’ [IRE] pattern. There are no instances in the data where the children express the idea of a large-scale coherent model. On the contrary, they talked only about individual parts of the exhibition — that is to say, things they actually saw, heard or felt. This may, to a large extent, be due to the fact that the adults did not on any occasion attempt to explain the model. Possible reasons for this are suggested in the concluding discussion.
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