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Framåtsyftande bedömning i tidig läsundervisning: Teori och praktik
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
2021 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)Alternativ tittel
Forward-looking assessment in early reading instruction : Theory and Practice (engelsk)
Abstract [sv]

Syfte är att bidra med kunskap om hur framåtsyftande bedömning kan användas och används av lärare som underlag för pedagogiska åtgärder i tidig läsundervisning. I avhandlingen har jag ett pragmatiskt förhållningssätt till både teorier och metoder. Avhandlingen bygger på fyra artiklar. Datainsamling gjordes genom artikelläsning (artikel I), fokusgruppsintervjuer (artikel Il) och narrativa intervjuer (artikel III) och testresultat (artikel IV). Resultaten analyserades med; Venn-diagram (I), tematisk analys (II), narrativ analys (lll) och variansanalys (IV). Resultaten visar att formativ bedömning och Response to intervention kan komplettera varandra och att kunskap om olika framåtsyftande förhållningssätt och teorier kan underlätta lärares professionella utveckling. Det framgår också att sociala bedömningsaspekter är viktiga i avkodningsundervisningen. Resultaten visar att en stor andel av eleverna i åk 1 har fortsatt behov av avkodningsträning även i slutet av åk 1. Bedömningsverktyg för läsundervisning behöver därför ge tydlig och återkommande information om elevens förmåga att avkoda. Resultaten visar att lärarnas användning av bedömningsverktyg påverkas av kontexten. Det handlar om att uppmärksamma specifika förutsättningar och att organisera bedömningspraktiken så att ett ömsesidigt och hållbart utbyte uppstår mellan läraren, eleven och bedömningsverktyget.

Abstract [en]

The purpose is to contribute with knowledge about how forward-looking assessment can be used and is used by teachers as a basis for pedagogical measures in early reading instruction. In the thesis, I have a pragmatic approach in relation to both theories and methods. The thesis is based on four articles. Data collection consisted of article reading (article I), focus group interviews (article II), narrative interviews (article III9, and test results (article IV). The results were analyzed with; a Venn diagram (I), thematic analysis (Il), narrative analysis (III) and ANOVA (IV). The results show that formative assessment and Response to intervention can complement each other and that knowledge of different forward-looking approaches and theories can facilitate teachers' professional growth. It appears that social aspects of assessment are important in decoding instruction. The results show that a large proportion of the pupils in grade 1 still need decoding instruction even at the end of grade 1. Assessment tools for early reading instruction therefore need to provide clear and recurring information about the pupil's ability to decode. The results show that teachers' use of assessment tools is influenced by the context. It concerns paying attention to specific conditions and to organize the assessment practice so that a mutual and sustainable exchange occurs between the teacher, the pupils and the assessment tool.

sted, utgiver, år, opplag, sider
Linköping: Linköping University Electronic Press, 2021. , s. 76
Serie
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 229
Emneord [en]
Early reading instruction, Decoding, Forward-looking assessment, Assessment aspects, Response to intervention (RTI), Formative assessment, Teacher's professionalism
Emneord [sv]
Tidig läsundervisning, Avkodning, Framåtsyftande bedömning, Bedömningsaspekter, Response to Intervention (RTI), Formativ bedömning, Lärares professionalism
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-175577DOI: 10.3384/diss.diva-175577ISBN: 9789179296469 (tryckt)OAI: oai:DiVA.org:liu-175577DiVA, id: diva2:1553527
Disputas
2021-06-11, Online via Zoom (kontakta anna.ericson@liu.se) och TEMCAS, Temahuset, Campus Valla, Linköping, 13:00 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2021-05-10 Laget: 2021-05-10 Sist oppdatert: 2021-05-12bibliografisk kontrollert
Delarbeid
1. Forward-looking assessments that support students learning: A comparative analysis of two approaches
Åpne denne publikasjonen i ny fane eller vindu >>Forward-looking assessments that support students learning: A comparative analysis of two approaches
2019 (engelsk)Inngår i: Studies in Educational Evaluation, ISSN 0191-491X, E-ISSN 1879-2529, Vol. 60, s. 109-116Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this theoretical paper we describe and compare two forward-looking approaches to assessment, Formative assessment (FA) and Response to intervention (RTI). The purpose is to provide researchers and practitioners with insights that enable more informed decisions regarding forward-looking assessments that support students learning. In the descriptions of FA and RTI a number of key aspects were identified. For FA; classroom context, students involvement, feedback to students, qualitative focus and for RTI; systematic organisation, data based decision making, evidence based instruction and standardized tests. In a subsequent analysis we use a Venn-diagram to highlight the unique key aspects of FA and RTI and common key aspects termed; forward-looking assessment, goals and criteria, and assessment competence. Finally, we argue for a pragmatic view on assessments, that a wide scope of adjustments needs to be considered and that teachers need a comprehensive knowledge about assessment practices and to carefully follow students progress.

sted, utgiver, år, opplag, sider
ELSEVIER SCIENCE BV, 2019
Emneord
Formative assessment; Response to intervention; Forward-looking assessment; Feedback
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-155927 (URN)10.1016/j.stueduc.2018.12.003 (DOI)000460824100010 ()
Tilgjengelig fra: 2019-04-01 Laget: 2019-04-01 Sist oppdatert: 2021-05-10
2. Teacher inquiry of using assessments and recommendations in teaching early reading
Åpne denne publikasjonen i ny fane eller vindu >>Teacher inquiry of using assessments and recommendations in teaching early reading
2019 (engelsk)Inngår i: Studies in Educational Evaluation, ISSN 0191-491X, E-ISSN 1879-2529, Vol. 63Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Previous research point to difficulties for teachers to interpret reading assessment data with regard to instructional decisions. This study explored Swedish primary teachers use of assessments and recommendations, in order to be able to target individual needs. Eight teachers participated in a reading program and were interviewed in focus-group meetings. The analysis of teacher narratives stemming from assessment use resulted in three themes: Awareness of student learning, Changes in the organization of teaching, but not regarding individualized content and Strengthened teacher role, but modest professional growth. The themes indicated that the teachers had become aware of their students learning, had employed teaching based on informed decisions, and showed initial professional growth. However, the assessment details and the recommendations allowed for more adjustments than was evident in the teachers narratives. The results point to the relative difficulty of targeting individual needs in the general classroom education, and to the challenges of changing teaching practices.

sted, utgiver, år, opplag, sider
ELSEVIER, 2019
Emneord
Early reading instruction; Assessment use; Adapted teaching
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-162734 (URN)10.1016/j.stueduc.2019.06.006 (DOI)000499736300002 ()
Tilgjengelig fra: 2019-12-19 Laget: 2019-12-19 Sist oppdatert: 2021-05-10

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