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  • 1.
    Hamilton, David
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Dahlgren, Ethel
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hult, Agneta
    Umeå University, Faculty of Social Sciences, Department of Education.
    Roos, Bertil
    Umeå University, Faculty of Social Sciences, Department of Education.
    Söderström, Tor
    Umeå University, Faculty of Social Sciences, Department of Education.
    When performance is the product - problems in the analysis of on-line distance education2003In: The 2003 - NERA´s 31th Congress – Copenhagen, Denmark, 2003Conference paper (Other academic)
  • 2.
    Hamilton, David
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Dahlgren, Ethel
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hult, Agneta
    Umeå University, Faculty of Social Sciences, Department of Education.
    Roos, Bertil
    Umeå University, Faculty of Social Sciences, Department of Education.
    Söderström, Tor
    Umeå University, Faculty of Social Sciences, Department of Education.
    When performance is the product - problems in the analysis of online distance education2004In: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 30, no 6, p. 841-854Article in journal (Refereed)
    Abstract [en]

    This article examines two ideologies that have been prominent in recent, if not current, education thinking. The first is that means can be separated from ends (or processes from products); the second is that learning is merely a process of knowledge acquisition. Attention to these ideologies arises from two projects in the overlapping fields of information and communications technology (ICT) and instructional design. Both projects attend to conversation as an educational resource. They are animated by the questions: should a conversation be regarded as an activity in context or can it be decoupled from the circumstances that define it as a conversation? In other words, does a conversation take place within an environment, or by means of the environment? Relating these questions to the changing view of ICT held within the European Community, the article uses a bricolage of ideas from economic history, communication theory and discourse analysis to summarise how such inherited ideologies might be realigned in the analysis of online conversation.

  • 3.
    Roos, Bertil
    Umeå University, Faculty of Social Sciences, Department of Education.
    Examination och det lärande samhället2005In: Journal of Research in Teacher Education/Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 1-2, p. 155-175Article in journal (Refereed)
    Abstract [sv]

    Artikeln analyserar delar av den senaste utvecklingen inom testteorin och då särskilt den uppmärksamhet som examination som stöd för lärande fått av bland annat Wiliam, Torrance, Black, Shepard och Linn. Samtidigt uppmärksammas skillnaden mellan formativ och summativ examination, high stakes och low stakes testing och divergent och konvergent examination. Det finns olika uppfattningar om hur examinationen ska praktiseras vilket kan ha sin grund i vår syn på lärande. Frågan är om examinationen kan genomgå en förändring så att den mera fungerar som feedback och stöd för lärande än för kontroll och betygssättning?

  • 4.
    Roos, Bertil
    Umeå University, Faculty of Social Sciences, Department of Education.
    From distance education to on-line learning: Formative assessment in higher education.2001In: Presented at the European Distance and E-learning Network 10th Anniversary Conference, Stockholm, June 2001Article in journal (Refereed)
  • 5.
    Roos, Bertil
    Umeå University, Faculty of Social Sciences, Department of Education.
    ICT and formative assessment in the learning society2005Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    In the 1930s and 1940s, less than one percent of the Swedish population were in higher education. By the beginning of 1990s this proportion had reached 2.4%. During the 1990s, however, a new economic current flowed in Swedish higher education. A period of general economic stringency brought the costs of higher education under scrutiny. Further expansion, therefore, was to be accompanied by a reduction of unit costs. A discourse of expansion was to be joined by discourse of efficiency. By the end of the 1990s, however, an efficiency discourse based on quality assurance was facing difficulties. The educational merits of the efficiency reforms were not easily discerned.

    A new educational - or pedagogical - emphasis emerged. Quality and effectiveness were to be augmented via ‘quality enhancement processes’ and by ‘mobilising the inner resources’ of each institution. The emphasis of such thinking was on development of institutional practices that ‘best favour the development of activities’ that, in turn, lead to the ‘best long-term outcomes in teaching and research’.

    For these reasons, the student body had entered a new world by the start of the third millennium. The proportion of traditional students was matched by the proportion of non-traditional students. These changes, demographic and economic, represented a challenge to policy-makers and practitioners in Swedish higher education. Was it possible to ‘mobilise inner resources’ to meet the challenge of this new body of students?

    This thesis focuses on one of the responses to this challenge – the use of information and communication technologies (ICT) as an integral part of the pedagogics of higher education. Can ICT, therefore, become an add-in rather than an add-on to higher education. In particular, this thesis focuses not on teaching in general but, rather on an add-in issue; that is, can formative assessment be used as an integral support for learning. Five papers provide perspectives on this response; and the introduction sets the scene by identifying the key ideas that hold the studies together, reporting the development projects that were used to clarify these ideas; clarifying the events and ideas which governed the preparation of the five papers; and, finally, summarising the conclusions that arise from my research.

    The landscape of learning, like the physical landscape, is constantly changing. But are these changes superficial? Are they the result of ideas and tools that merely till the surface of the learning landscape? Or do these tools contribute to shaping the new knowledge that is expected of the learning society? This thesis explores these overarching questions. It concludes that the distinction between ICT as add-on or as an add-in remains central to the organisation of formal education in Sweden.

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  • 6. Roos, Bertil
    et al.
    Hamilton, David
    Umeå University, Faculty of Social Sciences, Education.
    Formative assessment: A cybernetic viewpoint2005In: Assessment in Education: Principles, Policy & Practice, ISSN 0969-594X, Vol. 12, no 1, p. 7-20Article in journal (Refereed)
  • 7.
    Roos, Bertil
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Jonsson, Ulf
    Umeå University, Faculty of Science and Technology, Applied Physics and Electronics.
    Steinvall, Anders
    High peaks and low valleys: Confronting the examinations inheritance of a Swedish university2003In: 2003 - EERA Congress – Hamburg, Germany, 2003Conference paper (Other academic)
1 - 7 of 7
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