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Vad behöver eleverna undervisning i för att utveckla sitt skrivande? Förväntningsnormer och didaktiska beslut i svensklärares bedömningssamtal
Stockholm University, Faculty of Humanities, Department of Language Education.ORCID iD: 0000-0002-9999-3852
2016 (Swedish)In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 10, no 1, article id 9Article in journal (Refereed) Published
Abstract [sv]

I studien samtalar tre lärargrupper om elevers skrivande och skrivundervisning i ämnet svenska på gymnasiet. Det teoretiska perspektiv som läggs på dessa samtal är didaktiskt och inriktas på hur lärare formulerar och använder bedömningsinformation om elevers skrivande för beslut om skrivundervisningens innehåll. Resultatet visar att lärares bedömningar av elevers skrivande behandlar fler och delvis andra aspekter av skrivförmåga än vad deras didaktiska beslut sedan omfattar. De kvalitetsuppfattningar och förväntningsnormer som lärarna uttrycker i sina bedömningar av elevers skrivande inriktas huvudsakligen på texters kommunikativa kvaliteter, den stilistiska utformningen och textuppbyggnaden, följt av ämnesinnehåll och källanvändning. De didaktiska beslut som fattas utifrån bedömningen av elevers texter inriktas däremot i stort sett enbart på att eleverna behöver skrivundervisning i att disponera text och att använda källor. Detta gör att överensstämmelsen är låg mellan lärarnas beslut om skrivundervisningens inriktning och deras förväntningar på vad eleverna ska kunna. De didaktiska besluten omfattar i begränsad utsträckning den bedömningsinformation som lärarna själva har formulerat.

Abstract [en]

This article presents an analysis of teacher group discussions about students’ writing in the subject of Swedish in upper secondary school. The study adopts a pedagogical perspective on these discussions and focuses on examining teachers’ expressed assessment criteria and relating them to their pedagogical decision-making. The results reveal 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 students’ texts focus mostly on communicative quality, language style and text structure followed by content and the use of sources. The pedagogical decisions are, on the other hand, almost exclusively focusing on text structure and the use of sources. This means that there is a gap between teachers’ perceptions of qualities in students’ writing and their pedagogical decisions. The pedagogical decisions cover to a limited extent the assessment information that teachers themselves formulated.

Place, publisher, year, edition, pages
2016. Vol. 10, no 1, article id 9
Keywords [en]
Writing assessment, assessment criteria, pedagogical decision-making, formative assessment, Swedish in upper secondary school
Keywords [sv]
Skrivbedömning, kvalitetsuppfattningar, förväntningsnormer, didaktiska beslut, formativ bedömning, svenskämnets didaktik, svenska på gymnasiet
National Category
Educational Sciences
Research subject
Language Education
Identifiers
URN: urn:nbn:se:su:diva-130362OAI: oai:DiVA.org:su-130362DiVA, id: diva2:929503
Available from: 2016-05-18 Created: 2016-05-18 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

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