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Komplexiteten i lärares bedömningsarbete: Skiftliga provkonstruktioner i samhällskunskap och bakomliggande faktorer som påverkar dem
Södertörn University, Teacher Education.
Södertörn University, Teacher Education.
2016 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
The complexity in teachers’ assessment work : Construction of written tests and affecting factors in social science (English)
Abstract [en]

The aim of this study is to examine the complexity of teachers’ assessment practice. It is divided into a two part-studies. The first part aims to determine what type of knowledge is tested in teachers’ written tests, and how they relate to the curriculum. To answer this we analyzed two tests from four different teachers. The second part aims to find out how different factors influence the teacher’s in his or hers test construction. To answer this we interviewed the four teachers who provided the test. Together, the two parts helps us to understand how tests work, as well as why they are constructed the way they are. The study uses two different theories as analytical tools. The first part of the study uses Bloom’s revised taxonomy to determine different types of knowledge. The theory is also used to determine the knowledge of the curriculum. The second theory, which relates to the second part of the study, is a frame factor theory, to define different internal and external factors that influence in a teacher’s work. Methods used in the study are text analysis for the teachers’ tests and the curriculum, and interviews for the frame factors.

The results of the first part shows a discrepancy between the knowledge tested in the tests and the knowledge expressed in the curriculum. Most notable was the lack of questions requiring evaluating skills in the tests, while the curriculum mentions it 4 times out of 9 different requirements. The results of the second part showed that a number of factors influence teachers in their test construction. The main factor influencing teachers in the test construction, mentioned by all teachers, were lack of ‘social moderation’, i.e. working within assessment as a group and being able to discuss and reflect with colleagues. Other factors mentioned were time and organization, which were partly mentioned along with the responsibility or involvement of the head teacher.

Place, publisher, year, edition, pages
2016. , 59 p.
Keyword [en]
Test construction, summative assessment, frame factors, social moderation
Keyword [sv]
Provkonstruktion, summativ bedömning, ramfaktorer, sambedömning
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-31620OAI: oai:DiVA.org:sh-31620DiVA: diva2:1062997
Subject / course
Education Studies
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2017-01-10 Created: 2017-01-09 Last updated: 2017-01-10Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf