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  • 1.
    Diehl, Monika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olovsson, Tord Göran
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Competence and/or Performance: Assessment and Entrepreneurial Teaching and Learning in Two Swedish Lower Secondary Schools2017Ingår i: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 16, nr 1, s. 135-160Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Entrepreneurial teaching and learning, thus entrepreneurial education corresponds well with formative assessment/assessment for learning. Both are characterised by an approach to education, teaching, and learning, which puts pupils in the centre of their own learning. Learning aims to "go deep" and generate "real learning" where competencies rather than measurable results are the focus. Both entrepreneurial education, and assessment for learning are promoted by the Swedish National Agency for Education. Entrepreneurial education has been inscribed in the national curriculum for Swedish compulsory schools since 2011. The same curriculum and syllabuses also focus on several knowledge requirements, which form the basis for assessing pupils' performances. Thus, the Swedish national curriculum can be said to send two rather disparate messages. This research focuses on lower secondary school and the broad approach of entrepreneurial education and uses Basil Bernstein’s theory of performance and competence models to elaborate on entrepreneurial teaching and learning in relation to assessment. Observations along with interviews with teachers and pupils in two Swedish lower secondary schools provide the empirical basis for the research. The results reveal some differences between the schools but indicate that both teachers and pupils are relating to the prevailing dominance of performance models and thus encounter difficulties when trying to adopt entrepreneurial education and assessment for learning.

  • 2.
    Olovsson, Tord Göran
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Betyg i årskurs 6: vad händer i klassrummet och hur påverkar det eleverna?2017Ingår i: Betygssättning i årskurs 4–6, s. 1-16Artikel i tidskrift (Övrigt vetenskapligt)
  • 3.
    Olovsson, Tord Göran
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Betygens införande i årskurs 62017Ingår i: Utvärdering och bedömning i skolan: för vem och varför? / [ed] Agneta Hult & Anders Olofsson, Stockholm: Natur och kultur, 2017, 2, s. 170-184Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 4.
    Olovsson, Tord Göran
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Changes in the assessment process in Swedish compulsory school classrooms2015Ingår i: Proceedings of 6th World Conference on Educational Sciences / [ed] Uzunboylu, H, Amsterdam: Elsevier, 2015, Vol. 191, s. 424-431Konferensbidrag (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.

  • 5.
    Olovsson, Tord Göran
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Det kontrollera(n)de klassrummet: bedömningsprocessen i svensk grundskolepraktik i relation till införandet av nationella skolreformer2015Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    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.

  • 6.
    Olovsson, Tord Göran
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Students’ views on learning and grading in Swedish compulsory school2016Ingår i: ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, 22-26 August, 2016, Dublin, 2016, 2016Konferensbidrag (Refereegranskat)
  • 7.
    Olovsson, Tord Göran
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The assessment process in a Swedish year five classroom: ‘Reach page 52!’2015Ingår i: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 43, nr 6, s. 741-753Artikel i tidskrift (Refereegranskat)
    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.

  • 8.
    Olovsson, Tord Göran
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The assessment process in two different year-five classrooms in Sweden2014Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, nr 4, s. 561-581Artikel i tidskrift (Refereegranskat)
    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.

  • 9.
    Olovsson, Tord Göran
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The development of learner identities in relation to major reforms in the Swedish compulsory school2014Ingår 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)
  • 10.
    Olovsson, Tord Göran
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet.
    Näsström, Gunilla
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet.
    Ämnesövergripande undervisning och betyg i årskurs 4-6 i svensk grundskola i SO- och NO-ämnena2018Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 4, s. 88-117Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Sweden introduced a new national curriculum (Lgr11) for the compulsory school in 2011. It included new syllabi for the school subjects and a grading system now starting from school year 6. Social studies (civics, geography, history and religious studies) and natural sciences (biology, chemistry and physics) received syllabus with knowledge requirements for each respective subject. Despite the sectioning, Lgr11 encourages subject-integrated teaching and, when teaching has mainly been subject-integrated, summarised grades in both social studies and natural sciences are possible in school year 6. The purpose of this study is to investigate, analyse and compare to which extent teaching in school year 4-6 is subject-integrated and whether the grades in school year 6 are summarised in social studies as well as natural sciences. In the autumn of 2017, principals from 113 schools comprehending school years 4-6, completed a questionnaire. The results, also analysed in relation to Bernsteins theoretical model, show that teaching in each individual subject, as well as alternation between subject-integrated teaching and teaching in the individual subjects is most common. Fully subject-integrated teaching in social studies and nature sciences respectively is the least common practise. Three quarters of the schools give grades in the individual subjects. In schools with fully subject-integrated teaching, it is more common with summarised grades than grades in the individual subjects. However, this is more common in social studies than in the natural sciences. Almost all of the schools that teach in the individual subjects also give grades in the individual subjects.

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