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Forward-looking assessments that support students learning: A comparative analysis of two approaches
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-7420-0801
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
2019 (English)In: Studies in Educational Evaluation, ISSN 0191-491X, E-ISSN 1879-2529, Vol. 60, p. 109-116Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
ELSEVIER SCIENCE BV , 2019. Vol. 60, p. 109-116
Keywords [en]
Formative assessment; Response to intervention; Forward-looking assessment; Feedback
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-155927DOI: 10.1016/j.stueduc.2018.12.003ISI: 000460824100010OAI: oai:DiVA.org:liu-155927DiVA, id: diva2:1301307
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2021-05-10
In thesis
1. Framåtsyftande bedömning i tidig läsundervisning: Teori och praktik
Open this publication in new window or tab >>Framåtsyftande bedömning i tidig läsundervisning: Teori och praktik
2021 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Forward-looking assessment in early reading instruction : Theory and Practice
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.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2021. p. 76
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 229
Keywords
Early reading instruction, Decoding, Forward-looking assessment, Assessment aspects, Response to intervention (RTI), Formative assessment, Teacher's professionalism, Tidig läsundervisning, Avkodning, Framåtsyftande bedömning, Bedömningsaspekter, Response to Intervention (RTI), Formativ bedömning, Lärares professionalism
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-175577 (URN)10.3384/diss.diva-175577 (DOI)9789179296469 (ISBN)
Public defence
2021-06-11, Online via Zoom (kontakta anna.ericson@liu.se) och TEMCAS, Temahuset, Campus Valla, Linköping, 13:00 (Swedish)
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Supervisors
Available from: 2021-05-10 Created: 2021-05-10 Last updated: 2021-05-12Bibliographically approved

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