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What need teachers learn more about when assessing students?: Teachers’ comments to Socioscientific issues in national tests in Sweden
Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
2013 (English)In: Den fjärde nordiska ämnesdidaktiska konferensen, NoFa4: Faglig kunnskap i skole og Laererutdanning, 2013Conference paper, Abstract (Other academic)
Abstract [en]

Socio-scientific issues are part of the Swedish curriculum since 1994. Revisions of the science syllabi 2000 and 2011 stress this part of the science curriculum. Starting with national science tests in year 2009 this was considered as one crucial part in constructing items. This presentation considers collected statements from teachers giving feed-back on the tests in a web based formula during the years 2009, 2010, 2011. Socio-scientific issues are one of two most commented areas of test items from the teachers. The research question was to find what teachers’ state they have different challenges when assessing students’ answers on socio-scientific issues on the national tests in biology, chemistry and physics in year 9 in compulsory school. Teachers were requested to answer a survey with questions about the test after scoring students answers. Questions dealt with for instant if they found the standard settings sufficiently and if they found the test aligned to the syllabus. The most common survey item form was multiple choice questions but there were also some possibilities to personal statements were teachers could write succeeding text to their own choice. There are approximately 800 biology, physics and chemistry teachers that answered the surveys each spring. Between 2 and 11 percent of teachers in the years 2009, 2010 and 2011 had some comment on the socio-scientific issues, depending on what test (biology, physics or chemistry) they had assessed students’ answers on the different years. A majority of teachers state that they use socio-scientific issues in teaching and in teacher constructed tests. However teachers are insecure in how to judge students’ answers in the national tests. Possible problems found in teachers statements about items are presented and discussed.

Place, publisher, year, edition, pages
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Educational Sciences
URN: urn:nbn:se:umu:diva-88510OAI: diva2:716123
Den fjärde nordiska ämnesdidaktiska konferensen, NoFa4, Trondheim, 29-31 maj, 2013
Nationella prov
Available from: 2014-05-08 Created: 2014-05-08 Last updated: 2014-05-19Bibliographically approved

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Åström, Maria
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Departement of Educational Measurement
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