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Teacher inquiry of using assessments and recommendations in teaching early reading
Linnaeus Univ, Sweden.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Linnaeus Univ, Sweden.
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. 63Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
ELSEVIER , 2019. Vol. 63
Keywords [en]
Early reading instruction; Assessment use; Adapted teaching
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:liu:diva-162734DOI: 10.1016/j.stueduc.2019.06.006ISI: 000499736300002OAI: oai:DiVA.org:liu-162734DiVA, id: diva2:1380721
Available from: 2019-12-19 Created: 2019-12-19 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)
Opponent
Supervisors
Available from: 2021-05-10 Created: 2021-05-10 Last updated: 2021-05-12Bibliographically approved

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