Helena ReierstamUniversitetslektor
Om mig
Mina forskningsintressen rör bedömning, flerspråkighet, språkpolicy, kompetenser i kursplaner, akademisk litteracitet och undervisning med engelska som undervisningsspråk (EMI och CLIL), gärna med ett internationellt jämförande perspektiv. Just nu är jag projektansvarig i Sverige för ett Erasmus-samarbete vid namn COALITION för inkluderande studentcentrerad högskolepedagogik. Jag har mångårig erfarenhet av undervisning och skolutveckling i olika skolformer i Sverige och ett par år i USA. Inom bedömningsfältet har jag erfarenhet från rollen som provansvarig för nationella prov i engelska och för bedömningsstöd i moderna språk vid Statens skolverk liksom arbetet med att ta fram ramverk för de nationella proven i olika ämnen. Jag är med i kursplanegruppen vid Institutionen för pedagogik och didaktik och har ingått i olika grupper med fokus på examination, bl a i det digitala examinationsteamet samt genomströmning/måluppfyllelse på lärarprogrammen vid Stockholms universitet.
Forskning
Min forskning handlar om kunskapsbedömning i flerspråkig undervisningsmiljö. I min doktorsavhandling från 2020 jämför jag lärares erfarenheter av bedömning i naturvetenskapliga och samhällsvetenskapliga ämnen bland språkinlärare, både på gymnasieskolor där engelska används som undervisningsspråk (CLIL) och skolor med nyanlända elever. I undervisningssammanhang där elever ännu inte har de avancerade språkkunskaper som kurs- och ämnesplaner förutsätter, uppstår lätt dilemman vid kunskapsbedömning: Är det elevernas språkliga uttrycksförmåga som är otillräcklig, deras språk- eller ämnesförståelse, eller kanske en kombination av dessa? Slutsatsen blir att validitetsfrågor rörande tillgänglighet före bedömning (om elever/studenter fått tillfälle att lära sig nödvändigt språk) och konsekvenser/användbarhet av bedömning behöver belysas för att bedömning ska anses vara likvärdig, valid och jämförbar. Utifrån mina två studier, har språkpolicy som den uttrycks i nationella styrdokument och allmänna råd även hamnat i fokus. Gäller alltid svenska, går det lika bra med engelska eller en mix av elevers olika starkaste språk, så kallat transspråkande? Vilka konsekvenser får det?
Undervisning
Vid Stockholms universitet undervisar jag inom Centrum för universitetslärarutbildning, CeUL, bedömning för blivande yrkeslärare och en kurs i kommunikation, ledarskap och hälsa. Jag undervisar även på det internationella masterprogrammet International and Comparative Education. Jag har handlett uppsatser samt varit med i olika vfu-kurser med lärarstudenter.
Forskningsmiljöer och nätverk
ICER, Internationell och jämförande pedagogisk forskning, IPD, Stockholms universitet,
NUEX, Nätverket för undervisning och examination, Stockholm universitet.
FRAM, Främmande språkens didaktik, nationell forskarskola.
CLISS, Content and language integrated learning in Swedish schools, Göteborgs universitet.
Konferenser/presentationer
Reierstam, H. (juni, 2024). Breddad rekrytering och AI – konsekvenser för bedömningspraxis inom högre utbildning? NU-konferensen Umeå.
Reierstam, H. (25 oktober 2023). Breddad rekrytering och inkludering i högre utbildning – konsekvenser för bedömningspraxis och examination. Insight Events, Stockholm.
Reierstam, H. (2023). Keynote. Comparability in an Era of Diversity and Inclusion. Consequences for teachers’ assessment practices and student outcomnes. International Higher Education and Faculty Development Conference. Rethymno University, Crete.
Reierstam, H. (2022) Vurdering av fag og språk. Økt forståelse for verdien av deltakerinvolvering i god vurderingspraksis. Nasjonal konferanse FVO, Oslo.
Reierstam, H. (October 14, 2021). Teaching and assessment in linguistically diverse settings. Merging interests for equity in education. Teachers Matter, Linnéuniversitet, Växjö, Sweden.
Reierstam, H & Hellstén, M. (September 6, 2021). Comparability in Learner Assessment: a Prescriptive for Diversity. Virtuell presentation vid ECER (The European Conference on Educational Research), Geneva, Switzerland (online).
Reierstam, H. (June 7, 2021). Comparable assessment – the challenge of diversity. CoInEd, Sydney university-Stockholm Univerisity collaboration. (online).
Reierstam, H. (September, 24, 2020). Fairness and Comparability in Assessment. Teachers' experiences in multilingual secondary education. Presentation vid the ICER Colloquium, Stockholms universitet, Stockholm, Sweden.
Reierstam, H. (October 3, 2019). Assessment in CLIL. Kapitelpresentation från bokpublikation. The CLISS-symposium. Göteborgs universitet, Göteborg, Sweden.
Reierstam, H. (March 7, 2019). Subject content teachers’ perceptions of language: a comparative study of assessment in CLIL and migrant education. Paper presented at Nordic Educational Research Association, NERA, Uppsala, Sweden.
Reierstam, H. (December 13, 2018). Subject content teachers' perceptions of language: a comparative study of assessment in CLIL and migrant education. Paper presented at Tokyo Training Program, Education for Sustainable Development, Tokyo University, Japan.
Reierstam, H. (December 1, 2018). Assessing content or language? A comparative study of science teachers' assessment practices in CLIL context and among migrant students in Swedish upper secondary education. Paper presented at East-Asian Association for Science Education, EASE, Hualien, Taiwan.
Reierstam, H. (October 30, 2018). Språkets roll vid bedömning av ämneskunskap bland andraspråksinlärare. Ämneslärares bedömningspraktiker bland nyanlända och i CLIL, skillnader och likheter. Paper presented at Lärarnas forskningskonferens, Tumba, Sweden.
Reierstam, H. (April 21, 2016). Bedöma språk och/eller innehåll? Normer i teori och praktik. Paper presented at the national symposium, ASLA, (Association Suédoise de Lingustique Appliqué) Uppsala, Sweden.
Reierstam, H. (April 8, 2016). Bedöma språk och/eller innehåll? Hur då? Lecture at Centre for Professional Development and Internalisation in Schools, (Fortbildningsavdelningen) Uppsala University.
Reierstam, H. (October 13, 2015). Plenary speaker at Conference for French Teachers, Skolporten, Stockholm, Sweden.
Reierstam, H. (March , 2015). Bedöma språk eller innehåll? En jämförande studie av bedömningspraktik i tre svenska gymnasieskolor med internationell CLIL-profil. Paper presented at Uppdrag språk, LMS (Lärarna i moderna språk) conference.
Reierstam, H. (October 28, 2014). Bedöma språk eller innehåll? En jämförande studie av skriftlig bedömningspraktik i tre svenska gymnasieskolor med internationell CLIL-profil. Paper presented at Lärarnas forskningskonferens (Teachers’ Research Conference), Stockholm, Sweden.
Reierstam, H. (May 13, 2014). Assessing Language or Content. A comparative study of assessment practices in two Swedish upper secondary CLIL schools. Paper presented at AILA-Europe/AFinLA: The 6th Junior Research meeting in Applied Linguistics, Jyväskylä, Finland.
Reierstam, H. (April 24, 2014). Assessing Language or Content. A comparative study of assessment practices in three Swedish upper secondary CLIL schools. Paper presented at Vrije Universiteit, Brussels, Belgium.
Reierstam, H. (April 9, 2014). Bedöma språk eller innehåll? En jämförande studie av skriftlig bedömningspraktik i tre svenska gymnasieskolor med internationell CLIL-profil. Paper presented at Nationell ämnesdidaktisk konferens, NÄD, Göteborg, Sweden.
Publikationer
Reierstam, H. (2021). Bedöma språk eller innehåll? Språkets roll vid bedömning i språk- och ämnesintegrerad undervisning. I Bardel, C., Erickson, G., Granfeldt, J. & Rosén C. (red) Forskarskolan FRAM – lärare forskar i de främmande språkens didaktik. Stockholm University Press. (s.219-243)
Reierstam H & Hellstén, M. (2021). Linguistic diversity and comparability in educational assessment. In: Hernandez-Serrano M. J. (ed) Teacher Education in the 21st Century – Emerging Skills for a Changing World. IntechOpen.
Reierstam, H. (2020). Assessment in Multilingual Schools. A comparative mixed method study of teachers' assessment beliefs and practices among language learners - CLIL and migrant students. (Doctoral thesis). Stockholm: Stockholm University.
Reierstam, H & Sylvén, L K (2019). Assessment in CLIL. In Sylvén L. K. (ed) Investigating Content and Language Integrated Learning. Insights from Swedish Highschools. Bristol: Multilingual Matters.
Reierstam, H. (2015). Assessing Language or Content? A comparative study of the assessment practices in three Swedish upper secondary CLIL schools. (Licentiate thesis). Gothenburg: University of Gothenburg.
Forskningsprojekt
Publikationer
För en fullständig publikationslista se ovan
I urval från Stockholms universitets publikationsdatabas
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Assessment in Multilingual Schools
2020. Helena Reierstam.
Avhandling (Dok)Läs mer om Assessment in Multilingual SchoolsThis thesis presents the results from two research projects on teachers’ assessment beliefs and practices in multilingual education. Study I involved teachers of biology, history or English as a foreign language (EFL) in Swedish upper secondary Content and Language Integrated Learning (CLIL) schools, grades 10-12, where English is used as the medium of instruction. In Study II teachers from schools with newly-arrived migrant students (NAS) grades 7 to 12 in the natural and social sciences participated. In both contexts, students are learning the language of instruction at the same time as they are expected to develop subject area knowledge why issues in relation to the role of language in assessment come to the fore. The aim is to contribute to the knowledge of an underexplored research area on subject matter assessment in multilingual schools and draw attention to the consequences varying language policies and pedagogies may have on fairness in access opportunities and validity in assessment outcomes.
In this thesis teachers’ language beliefs and practices as expressed in interviews, questionnaires and assessment samples were compared and analyzed in relation to the cognitive and linguistic requirements of language functions in syllabi and the assessment tasks. Whereas Study I was mainly qualitative in nature, involving 12 teachers, a mixed method approach was adopted in Study II where 196 teachers participated in a survey and 13 in follow-up interviews. The responses in the survey were analyzed using descriptive and inferential statistics. Thematic content analysis was used for the interview data, the assessment samples and open-ended survey questions.
The findings from the two studies indicate that although teachers state that language is not part of the assessment, they maintain that students need to use language to show proof of critical thinking and more advanced analytical skills. All teachers regardless of discipline shared the weight attached to covering course content as expressed in syllabi which points at a shared accountability culture. One of the main concerns expressed by the teachers is how to construct assignments where language does not represent a hindrance to show content knowledge. Teachers in both studies claimed to focus mainly on subject concepts, not general academic language, and the assessment beliefs and practices seemed to be closely related to the character of the subject. The non-parametric tests of association revealed that teachers with a dual language and subject content certification displayed significantly higher results in relation to all activities involving a visible language pedagogy, e.g. looking at useful sentence structures and providing model texts. Oral follow-up was used by all teachers to remedy poor written results. Although the use of the students’ strongest language is advocated in guidelines for the instruction of NAS, most teachers in Study II referred to a monolingual Swedish language norm.
In a society where the educational discourse has become characterized by diversity, inequality and segregation, these two studies underline the need for a shared language policy and pedagogy across subjects and school contexts. They also suggest that an organization and teacher profession with an explicit responsibility for academic language is needed to provide equal access to subject content and validity and comparability in assessment in multilingual schools.
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Linguistic Diversity and Comparability in Educational Assessment
2021. Helena Reierstam, Meeri Hellsten. Teacher Education in the 21st Century, 110-113
KapitelLäs mer om Linguistic Diversity and Comparability in Educational AssessmentThis chapter reports on recent mixed method research investigating the comparability between assessment in relation to linguistic and cultural diversity. It takes as its premise that assessment is an integral part of instruction that becomes a main component for attaining of equal opportunities. Therefore, assessment plays a key role in terms of the wider consequences at both individual and societal levels. One of the central functions of assessment is its measure of quality assurance and comparability for grading to such an extent that it is readily employed to indicate evidence of student achievement of standards and quality. This may sometimes present issues in terms of learner diversity. We focus on the challenges facing teaching in linguistically diverse learning settings in which a foreign language may be used as an alternative to instruction. Here we draw on a recent study from two separate multilingual learning contexts in Sweden. We shed light on the generic questions arising from such disjuncture in these linguistically diverse educational sites as evidence on a call for much needed scholarly attention on the quality aspect in assessment.
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