Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Är vi överens om det? Samspel och samstämmighet i svensklärares bedömningssamtal om gymnasieelevers skrivande
Stockholm University, Faculty of Humanities, Department of Language Education.ORCID iD: 0000-0002-9999-3852
2018 (Swedish)In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 4, no 1, p. 1-21Article in journal (Refereed) Published
Abstract [en]

This article reports on a qualitative study of the interaction in Swedish teachers’ discussions about summative assessment of students’ writing. Interactional patterns of dominance, dynamics and coherens in the decision-making processes are described and analyzed, comparing the degree of assessment consistency between and within the groups. The analysis reveals a high degree of consistency within each teacher group’s discussion. However, the assessments that individual teachers make after the discussions comply only to some extent with the group’s decisions. The least degree of consistency was shown by the teacher group who seemed the most consistent in the discussions. Decision-making processes in these discussions are characterized by low intensity, where few assessment alternatives are being considered. In teacher group discussions characterized by higher intensity, a variety of suggestions for assessment are made by the teachers. The individual teachers' assessments in those groups are more consistent with the group's decisions. Meanwhile, the overall assessment consistency between the teachers was found to be low.

Abstract [sv]

Artikeln beskriver svensklärares interaktion och samstämmighet i samtal om summativ bedömning av gymnasieelevers skrivande. I ett dialogiskt perspektiv (Linell, 2011) undersöks interaktionella mönster avseende dominans, dynamik och koherens i tre svensklärargruppers bedömningssamtal. Dessa interaktionella mönster ställs i relation till uttryck för samstämmighet inom och mellan lärargrupperna. Resultatet visar att lärarna uttrycker hög grad av samstämmighet i bedömningssamtalen men att de bedömningar som lärarna gör enskilt i anslutning till samtalen enbart till viss del överensstämmer med gruppens beslut. Lägst grad av samstämmighet uppvisar den lärargrupp som i samtalen framstod som mest samstämmig. Där kännetecknas beslutsprocesserna av låg intensitet genom att få alternativ till bedömningar prövas. I de lärargrupper där intensiteten är högre genom att flera lärare styr samtalet i olika riktningar och där lärarna tillsammans prövar flera olika förslag på bedömning överensstämmer även enskilda lärares bedömningar i högre grad med gruppens beslut. Bedömningsöverensstämmelsen mellan lärargrupperna är däremot låg.

Place, publisher, year, edition, pages
2018. Vol. 4, no 1, p. 1-21
Keywords [en]
Writing assessment, social moderation, decision-making processes, summative assessment
Keywords [sv]
Skrivbedömning, beslutsprocesser, summativ bedömning, sambedömning, samstämmighet
National Category
Languages and Literature
Research subject
Language Education
Identifiers
URN: urn:nbn:se:su:diva-154226DOI: 10.23865/njlr.v4.1050OAI: oai:DiVA.org:su-154226DiVA, id: diva2:1195287
Available from: 2018-04-04 Created: 2018-04-04 Last updated: 2018-04-23Bibliographically approved
In thesis
1. Samtal om skrivbedömning: Lärares normer, beslut och samstämmighet
Open this publication in new window or tab >>Samtal om skrivbedömning: Lärares normer, beslut och samstämmighet
2018 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Teachers' conversations about writing assessment : Norms, pedagogical decisions and grading
Abstract [en]

This thesis reports and discusses results from a qualitative study of Swedish teachers' writing assessment in upper secondary school. Based on teacher group discussions, the study investigates teachers' interactions, expressions of norms and decisions when assessing and grading students' writing in the subject of Swedish.

The aim of the study is to describe and analyze how teachers interact and what they pay attention to when discussing writing assessment. In relation to this aim the following three research questions were posed: (1) What characterizes the teachers' conversations about writing assessment? (2) What assessment norms do the teachers express? (3) What decisions do they make?

The theoretical perspectives are dialogical and pedagogical. From a dialogical point of view, the assessment conversations are considered as social acts where teachers in interaction collectively create meaning. Furthermore, the assessment conversations are considered as pedagogical, as a part of teachers' reflective work to discuss how to assess students' work and how to make decisions about further instructions and grading. The methods used to describe and analyze interactional patterns, expressions of norms and decisions in these assessment conversations are topic analysis and initiative-response-analysis.

The empirical data consists of audio and video recordings from three teacher groups' conversations about writing assessment, comprising a total of 17 Swedish teachers from three upper secondary schools. Data was also collected via a questionnaire with the individual teacher's grading of the students' writing and evaluation of the assessment conversations.

The results show that teachers' assessments of students' writing focus on much more, and partly other, criteria than their pedagogical decisions. The quality standards that teachers express in the discussions about student texts focus mostly on communicative quality, language style and text structure but also on content and the use of sources. The pedagogical decisions, on the other hand, almost exclusively focus on text structure and the use of sources.

The results also show that shortcomings in the students' texts are crucial for teachers' summative assessments. Meanwhile, the teachers also express that students' age, their writing development in the course and the national test must be considered. These assessment norms can be compensatory and have a substantial impact on these teachers' decisions on summative assessments. The teacher groups show considerable variation in the basis for their decisions regarding summative assessment of students' writing.

Finally, the teachers demonstrate a high degree of consistency within each teacher group when discussing summative assessment of students' writing. However, the assessments that individual teachers make after the discussions comply only to some extent with the group's decisions. The least degree of consistency was shown by the teacher group who, in the discussion, seemed the most consistent. Decision-making processes in these discussions are characterized by low intensity, where few assessment alternatives are being considered. The overall assessment consistency between the teacher groups was found to be low.

Place, publisher, year, edition, pages
Stockholm: Institutionen för språkdidaktik, Stockholms universitet, 2018. p. 89
Series
Doktorsavhandlingar i språkdidaktik - Dissertations in Language Education ; 11
Keywords
Writing assessment, social moderation, assessment norm, pedagogical decision, decision-making process, summative assessment, krivbedömning, kvalitetsuppfatttningar, förväntningsnormer, didaktiska beslut, summativ bedömning, beslutsprocesser
National Category
Languages and Literature
Research subject
Language Education
Identifiers
urn:nbn:se:su:diva-154769 (URN)978-91-7797-236-5 (ISBN)978-91-7797-237-2 (ISBN)
Public defence
2018-06-08, William Olsson-salen, Geovetenskapens hus, Svante Arrhenius väg 14, Stockholm, 10:00 (Swedish)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Accepted.

Available from: 2018-05-16 Created: 2018-04-15 Last updated: 2018-06-11Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Search in DiVA

By author/editor
Blomqvist, Per
By organisation
Department of Language Education
In the same journal
Nordic Journal of Literacy Research
Languages and Literature

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 59 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf