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Formative assessment – Nordic studies in relation to an international review
Stockholm University, Faculty of Social Sciences, Department of Education.
2015 (English)In: NERA 2015 - Marketisation and Differentiation in Education: Abstract Book, University of Gothenburg, 2015, 190-190 p.Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The issue for this paper is to compare features of the Nordic studies with those found in the main international review. A general strategy for the review was a systematic search, which was done using national and international databases with two major keywords: formative assessment and assessment for learning, and corresponding Nordic keywords. From the approximately 2000 hits that these searches resulted in, a first limitation was to exclude articles not explicitly relating to compulsory school. The largest share of the international articles was related to either upper secondary school or higher education. Approximately 360 articles concerned compulsory school. Included studies were analysed and thematised in relation to the focus of the studies, but alsoin relation to whether they were based on qualitative or quantitative data. General findings are that the concepts formative assessment/assessment for learning are used with many meanings. Based on e.g. Shepard (2000) we can see that differences in understanding of these concepts in some – but not all – cases are related to different theoretical perspectives. Narrow definitions tend to be instrumental whereas broad definitions display the different levels related to teachers’ classroom assessment. Studies based on quantitative data are coherent in terms of methodological choices and assumptions. Studies based on qualitative data are less coherent in perspectives and methods, but come closer to teachers’ assessment practices. Instead of supporting each other, these two types of studies seem to address quite different issues. When it comes to Nordic studies, formative assessment is still a field within educational research that has received comparatively little interest. Classroom studies are so far few but dominate the Nordic field.

Place, publisher, year, edition, pages
University of Gothenburg, 2015. 190-190 p.
Keyword [en]
Formative assessment, review
National Category
Didactics
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-128399OAI: oai:DiVA.org:su-128399DiVA: diva2:914816
Conference
NERA - Nordic Educational Research Association, Gothenburg, Sweden, 4-6 March 2015
Projects
SKOLFORSK
Funder
Swedish Research Council, 112-2013-9018
Available from: 2016-03-25 Created: 2016-03-25 Last updated: 2017-09-11Bibliographically approved

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CiteExportLink to record
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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