Att bedöma elevers läsförståelse: En jämförelse mellan svenska och kanadensiska bedömningsdiskurser i grundskolans mellanår

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MARC

Westlund, Barbro,1953-Stockholms universitet,Institutionen för pedagogik och didaktik (author)

Att bedöma elevers läsförståelse : En jämförelse mellan svenska och kanadensiska bedömningsdiskurser i grundskolans mellanår

BookSwedish2013

Publisher, publication year, extent ...

Stockholm :Natur och kultur,2013
339 s.
printrdacarrier

Numbers

LIBRIS-ID:oai:DiVA.org:su-95403
ISBN:9789127137585
https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-95403URI

Supplementary language notes

Language:Swedish
Summary in:English

Part of subdatabase

SwePubSwePub

Classification

Subject category:vet swepub-contenttype
Subject category:dok swepub-publicationtype

Varying forms of title

To assess reading comprehension :a comparison between Swedish and Canadian assessment discourses in upper elementary school

Notes

Avhandlingen är publicerad av förlaget Natur och kultur och finns att köpa i bokhandeln.
The aim of the study is to describe and analyze what assessment discourses of reading comprehension are more prominent by comparing five Swedish and five Canadian teachers in the province of BC in Canada. Based on a teacher perspective on how to develop and assess reading comprehension, the investigation concentrates on teacher discourses and their alignment with other discourses of reading comprehension within the two school systems.The method used is mainly based on classroom observations and transcriptions of tape-recorded interviews. The ten teachers in grade 4 were interviewed for 30 minutes almost every day in the afternoon during a school week. The analysis of the teachers answers were made in three steps: within each singe interview, within the Swedish and the Canadian teacher group respectively, and between the two compared teacher groups. The theoretical perspectives used to analyze the data were Critical Discourse Analysis, theories of feedback, and socio-cognitive theory.The answers within each teacher group showed a homogeneous pattern, but the comparison between the two groups showed considerable differences. The results demonstrated that the Swedish teachers seemed to be more of “instruction givers” and “assessment controllers”, while the Canadian teachers seemed to be more of “comprehension instructors” and “ongoing assessment controllers”. The teacher discourses in both groups were aligned with other assessment discourses in their respective school systems. The Canadian teacher group used a much more elaborated meta-language when talking about reading comprehension assessment. In their way of referring to feedback they also focused on their own teaching in a way that was not found within the Swedish teacher group.

Subject headings and genre

SAMHÄLLSVETENSKAP Utbildningsvetenskap Didaktik hsv//swe
SOCIAL SCIENCES Educational Sciences Didactics hsv//eng
reading comprehension
reading comprehension assessment
reading comprehension strategies
fedback
upper elementary school
Didactics
didaktik

Added entries (persons, corporate bodies, meetings, titles ...)

West, Tore,DocentStockholms universitet,Institutionen för pedagogik och didaktik (thesis advisor)
Pettersson, Astrid,ProfessorStockholms universitet,Institutionen för matematikämnets och naturvetenskapsämnenas didaktik (thesis advisor)
Fredriksson, Ulf,DocentStockholms universitet,Institutionen för pedagogik och didaktik (thesis advisor)
Liberg, Caroline,ProfessorUppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier (opponent)
Stockholms universitetInstitutionen för pedagogik och didaktik (creator_code:org_t)

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SOCIAL SCIENCES: SOCIAL SCIENCES; and Educational Scie ...; and Didactics

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