Referens: ForskUL nr 14, 2015, ss. 62-83
Författare:
Emilia Aldrin
Publiceringsdatum: 2015-02-28
Sammanfattning
Artikeln undersöker praktiserande svensklärares attityder och erfarenheter kring textbedömning, samt betydelsen av sociokulturella faktorer för bedömarvariation. Materialet består av en webbenkät som besvarats av 135 svensklärare i Västsverige verksamma i årskurs 7–9. Frågorna behandlade textbedömning generellt, det nya betygssystemet, samt bedömning och beskrivning av en autentisk elevtext. Resultaten visar flera goda exempel och erfarenheter, men också behov av ökad information från Skolverket på flera punkter. Vidare framkommer en påfallande bedömarvariation, som föreslås hänga samman med en stor variation i synen på textkvalitet bland deltagarna. Bedömarvariationens samspel med den sociala kontexten (läraren, dennes erfarenhet samt skolmiljön) är begränsad men visar ett intressant mönster som efterfrågar fortsatt forskning.
av Emilia Aldrin
Nyckelord: attityder, bedömning, elevtexter, svensklärare, variation
Text assessment in Swedish mothertongue education - attitudes, experiences and variation
Abstract
The article examines practicing high school teachers' attitudes towards and experiences of assessment of pupilstexts, as well as the influence of sociocultural factors on assessment variation. The data consists of a digital survey with 135 participants who were practicing teachers in Swedish as a mother tongue in grades 7-9 at schools in western Sweden. Survey questions focused on text assessment in general, the new Swedish system for grading, as well as assessment and description of an authentic pupil text. Results highlight a number of good examples and interesting experiences regarding text assessment, but also need of extended information from SKOLVERKET. Further, the results display a notable assessment variation, which is suggested to be a result of the substantial variation in participants' view on text quality. There is limited covariation between assessment variation and social context (in terms of the teacher, his or her teaching experience and school environment), but some interesting patterns in need of further research are identified.
Keywords: assessment, pupil texts, mother tongue education, attitudes, variation
Corresponding author: Emilia Aldrin, Halmstad University, School of education, humanities and social sciences, Sweden / emilia.aldrin@hh.se
