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- Stolpe, Karin, PhD, 1981-, et al.
(author)
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Different profiles for the assessment of student theses in teacher education
- 2021
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In: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X.
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Journal article (peer-reviewed)abstract
- Previous research shows a discrepancy between different teachers’ assessment of student theses. This might be an even larger problem in the context of teacher education, since teacher trainers originate from different disciplines. This study aims to investigate how different assessors prioritise between criteria for assessment. Criteria were elucidated using repertory grid interviews with teacher trainers. These criteria formed the basis for a web-based Qsort that was distributed to teacher trainers at three different universities. The 66 teacher trainers in this study represented different disciplines, but were all engaged in the supervision and examination of student theses from teacher education programmes. The analysis revealed three different factors, which have been labelled: logic text structure as product, research process as product and results as product. The differences may not be explained by the background (e.g. discipline, university or gender) of the teacher trainers. Together, these three factors explain why teachers assessing student theses may accentuate different personal criteria. Hence, this might impact on their grading practice and also the interrater reliability.
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3. |
- Stolpe, Karin, PhD, 1981-, et al.
(author)
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Tre terminer av pandemi – professionellt lärande i det ”nya vanliga”
- 2021
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In: ATENA Didaktik. - Linköping : Linköpings Univ.:Nationellt centrum för naturvetenskapernas och teknikens didaktik. - 2003-3486. ; 3:2
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Journal article (pop. science, debate, etc.)abstract
- Under tre terminer har hela utbildningsväsendet i Sverige varit hårt prövat av pandemin covid-19. Vi är fortfarande långt ifrån att kunna summera dess långsiktiga effekter. Utöver belastningen så har situationen också fört med sig nya sätt att arbeta, tänka och vara. Redaktionen för ATENA Didaktik vill med detta temanummer uppmärksamma och stödja det professionella lärande som under den senaste tiden har aktualiserats. I den här texten presenteras också hur skolan och forskning om undervisning har påverkats.
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