umu.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Det kontrollera(n)de klassrummet: bedömningsprocessen i svensk grundskolepraktik i relation till införandet av nationella skolreformer
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
2015 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)Alternativ titel
The controlled/controlling classroom : the assessment process in Swedish compulsory school practice in relation to the introduction of national school reforms (Engelska)
Abstract [en]

The aim of this thesis is to investigate the assessment process in Swedish compulsory school practice, and the changes that occur in relation to the introduction of national school reforms. The fieldwork forming the basis of the thesis was conducted in year five and year six classrooms between 2011-2013, a period during which new national syllabuses with knowledge requirements, grades in year six and extended national tests were introduced. The thesis consists of four articles, the first of which explores how the assessment process is put into practice in a year five classroom and how it is understood by the students and one of their teachers. The fieldwork on which the first article is based was conducted prior to the introduction of the above-mentioned reforms. The second article investigates the assessment process in two different year five classrooms in two schools, after the introduction of the new syllabuses but prior to the introduction of grades in year six and extended national tests. The third article investigates changes in the assessment process in the same two schools. The fieldwork was conducted in year five and year six, in relation to the introduction of grades in year six and extended national tests. The fourth article addresses how changes in the assessment process have affected students’ learner identities. The empirical material was collected during four fieldwork periods in three schools, chiefly through classroom observations, interviews and student essays. The analysis in the thesis is based primarily on Basil Bernstein’s (e.g. 2000) theoretical framework but also on the theoretical concepts of Torrance and Pryor (1998). The study shows that the reforms are exerting a significant influence on the assessment process in the investigated classroom practices. Teachers monitor their students’ performance more closely and students strive to acquaint themselves with what is expected of them. It also appears that the focus is increasingly on students’ performance in relation to the steering documents, that the more regulated practices restrict teachers’ and students’ autonomy and that the assessment process in the two schools investigated in both year five and year six are becoming increasingly similar. Furthermore, the study shows that students tend to pay more attention to their school work, while at the same time experiencing more negative pressure to perform. In the concluding analysis and discussion sections, connections are drawn between prevailing education policy and the reforms, as well as their influence on classroom practice, students and teachers.

Ort, förlag, år, upplaga, sidor
Umeå: Umeå universitet , 2015. , s. 81
Serie
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 112
Serie
Umeå Studies in the Educational Sciences ; 6
Nyckelord [en]
assessment process, classroom practice, school reforms, classification, framing
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:umu:diva-102925ISBN: 978-91-7601-265-9 (tryckt)OAI: oai:DiVA.org:umu-102925DiVA, id: diva2:811225
Disputation
2015-06-03, Hörsal 1031, Norra Beteendevetarhuset, Umeå universitet, Umeå, 10:00 (Svenska)
Opponent
Handledare
Tillgänglig från: 2015-05-13 Skapad: 2015-05-11 Senast uppdaterad: 2018-06-07Bibliografiskt granskad
Delarbeten
1. The assessment process in a Swedish year five classroom: ‘Reach page 52!’
Öppna denna publikation i ny flik eller fönster >>The assessment process in a Swedish year five classroom: ‘Reach page 52!’
2015 (Engelska)Ingår i: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 43, nr 6, s. 741-753Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This paper describes and analyses the assessment process in a Swedish year five classroom, involving pupils aged 11 to 12 years. The paper is based on classroom observations and interviews, which were analysed to explore the assessment process in daily classroom practice, and investigates how the assessment process was understood by pupils and the teacher. The results indicated that the assessment process embodied mainly oversimplified learning goals; teaching was organised as individual work with tasks according to a weekly plan; and assessment and feedback were directed to deconstructed, easily marked goals.

Ort, förlag, år, upplaga, sidor
Routledge, 2015
Nyckelord
assessment process, learning goals, feedback, convergent formative assessment
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-88648 (URN)10.1080/03004279.2014.899382 (DOI)000372337500011 ()
Anmärkning

Published online: 02 May 2014

Tillgänglig från: 2014-05-12 Skapad: 2014-05-12 Senast uppdaterad: 2018-06-07Bibliografiskt granskad
2. The assessment process in two different year-five classrooms in Sweden
Öppna denna publikation i ny flik eller fönster >>The assessment process in two different year-five classrooms in Sweden
2014 (Engelska)Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, nr 4, s. 561-581Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim of this study is to explore, describe and analyse the assessment process in two different Swedish year-five classrooms. The study is mainly based on observations and interviews with pupils and teachers. The data were analysed in relation to Bernstein’s (1977, 2000) theoretical concepts of classification, framing, codes, and pedagogic device. The analysis indicated differences in the assessment process between the two classrooms: first, in the systematicity and transparency of the learning goals; second, in the approach to teaching; and third, in the focus of the assessment in the classroom. This study argues that the assessment process in the classrooms was affected by external influences. Direct impacts on it include the official national guidelines, the tools provided for pupil documentation and the teachers’ in-service training.

Nyckelord
assessment process, classroom, recontextualisation, classification, framing
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-97540 (URN)10.3402/edui.v5.24619 (DOI)
Tillgänglig från: 2014-12-22 Skapad: 2014-12-22 Senast uppdaterad: 2018-06-07Bibliografiskt granskad
3. Changes in the assessment process in Swedish compulsory school classrooms
Öppna denna publikation i ny flik eller fönster >>Changes in the assessment process in Swedish compulsory school classrooms
2015 (Engelska)Ingår i: Proceedings of 6th World Conference on Educational Sciences / [ed] Uzunboylu, H, Amsterdam: Elsevier, 2015, Vol. 191, s. 424-431Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This paper investigates and analyses changes in the assessment process in Swedish classrooms between two consecutive years in two schools, with students aged 11-13 years. The assessment process is defined as the relationship between learning goals, teaching, and assessment. The first year, there were quite significant differences in the assessment process between the two schools. The second year, end-of-term grading was introduced, and national tests were administered in several subjects. The studiedclassroomslargely consisted of the same individual students and teachers in both consecutive years. The study is based on classroom observations, interviews and document analysis. The results indicated that the changes in the assessment process concerned the more frequent and detailed communication of learning goals and knowledge requirements, greater emphasis on students’ understanding, more focus on discipline in schoolwork, and increased documentation of students’ subject knowledge. The changes highlight that the assessment process in the two schools had more similarities in year 6 than in year 5. The conclusion is that the implementation of end-of-term grading and national tests, which are both based on new syllabuses and knowledge requirements, have strongly contributed to the changes.

Ort, förlag, år, upplaga, sidor
Amsterdam: Elsevier, 2015
Serie
Procedia - Social and Behavioral Sciences, ISSN 1877-0428 ; 191
Nyckelord
Changes, grading, national tests, classification, framing
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-113689 (URN)10.1016/j.sbspro.2015.04.538 (DOI)000380560300073 ()
Konferens
Proceedings of 6th World Conference on Educational Sciences (WCES 2014), Grand Hotel Excelsior Convention Center, Valletta, MALTA, FEB 06-09, 2014.
Anmärkning

Originally included in thesis in accepted form.

Tillgänglig från: 2015-12-22 Skapad: 2015-12-22 Senast uppdaterad: 2018-06-07Bibliografiskt granskad
4. The development of learner identities in relation to major reforms in the Swedish compulsory school
Öppna denna publikation i ny flik eller fönster >>The development of learner identities in relation to major reforms in the Swedish compulsory school
2014 (Engelska)Ingår i: Performativity in education: an international collection of ethnographic research on learners' experiences / [ed] Annette Rasmussen, Jan Gustafsson and Bob Jeffrey, E&E Publishing , 2014, s. 283-300Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
E&E Publishing, 2014
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-97542 (URN)095690078X (ISBN)9780956900784 (ISBN)
Tillgänglig från: 2014-12-22 Skapad: 2014-12-22 Senast uppdaterad: 2018-06-07Bibliografiskt granskad

Open Access i DiVA

fulltext(737 kB)4115 nedladdningar
Filinformation
Filnamn FULLTEXT01.pdfFilstorlek 737 kBChecksumma SHA-512
1201ed69dde227c673764a8f8520ba743f536ea6587daa1b9b91e173aa569fc784daee3b73de0c51ddf7f98f63629fc1e2171631b5d99085fb22351cd0645bd1
Typ fulltextMimetyp application/pdf
spikblad(215 kB)23 nedladdningar
Filinformation
Filnamn SPIKBLAD01.pdfFilstorlek 215 kBChecksumma SHA-512
1187f07e36a59ffc77dbe907b9d368139acfbf35dc953f0c3ec8cda8c5188a89eb98fc93bdde47bac79a23563e5f42ffe4530f2224428a1c4aac1b87e1e9f00e
Typ spikbladMimetyp application/pdf

Personposter BETA

Olovsson, Tord Göran

Sök vidare i DiVA

Av författaren/redaktören
Olovsson, Tord Göran
Av organisationen
Pedagogiska institutionen
Pedagogik

Sök vidare utanför DiVA

GoogleGoogle Scholar
Totalt: 4115 nedladdningar
Antalet nedladdningar är summan av nedladdningar för alla fulltexter. Det kan inkludera t.ex tidigare versioner som nu inte längre är tillgängliga.

isbn
urn-nbn

Altmetricpoäng

isbn
urn-nbn
Totalt: 4426 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf