Bedömning är ett stort intresseområde för mig då min egen erfarenhet av att ha en bedömarprofil som ändrat sig över tid med ökad erfarenhet väcker många intressanta frågor. Mitt avhandlingsarbete om dessa frågor färdigställdes hösten 2022 och fick titeln Fairest of them all? Assessment identity development among Swedish student and novice teachers of English as a foreign language. 

Eftersom bedömning är ett högaktuellt ämne, fler och fler prov används både nationellt och internationellt, och vi vet att bedömning dras med validitetsproblem, är det viktigt att belysa ämnet ur ett lärarperspektiv för att i framtiden kunna erbjuda bedömning med högre kvalitet av elevers prestationer.

I urval från Stockholms universitets publikationsdatabas

• Fairest of them all?: Assessment identity development among Swedish student and novice teachers of English as a foreign language

  2022. Anna-Marie Csöregh.

  Avhandling (Dok)

  This thesis explores language students and novice teachers’ assumptions and beliefs about assessment and grading, how they view themselves as assessors, and whether their opinions change over time with increased teaching experience. Besides exploring questions such as how student and novice teachers think about quality assessment, there is the question of what challenges teachers face in assessing one language (English), among many others known or spoken in the linguistically heterogeneous classroom. As in many other European countries, the multilingual classroom has brought changes to the Swedish educational context, where the predominantly monolingual classroom was previously the norm. This research project builds on the assumption that there is something that can be called assessment identity, and that competence is gained through dialogical processes between the individual and the context. The research context is focused on Swedish middle school, where the subject of English is taught as a foreign language, and where students are usually 10–12 years old.

  A mixed methods methodology was used in a sequential explanatory design. Different data collection methods were used in two partly overlapping phases over a period of 2.5 years. In the first phase, an anonymous online survey was answered by 128 students. In the second phase, 17 novice teachers participated in recurrent focus-group interviews and occasional in-depth interviews. The total amount of data analysed comprised 158 surveys and 39 hours of interview recordings where both types of data were analysed mainly with qualitative content analysis. The results display diverse beliefs and assumptions about assessment among the participants; two main themes of fairness and accountability are highlighted. Based on the findings, a four-field model is introduced, where assessment identities are positioned according to their technical/formal or pedagogical approach, and their compliance to the accountability system. This model of language assessment identity positions, LAIP, is seen as the major contribution of the study.

  Findings visualised using the LAIP model, reveal a need to address assessment identity formation during teacher education before teachers are confronted with all the complexities of assessment. Moreover, the study provides a nuanced understanding of assessment identity formation and accentuates the importance of the immediate context for classroom assessment practices, high- and low-stakes alike. Being able to problematise different teacher roles and assessment identities as part of the learning process of how to become a teacher may counteract feelings of stress and inadequacy. It would also help novices to connect what is learnt at university to what is encountered at work.

  The thesis aims at problematising different assessment identity positions and how they relate to the aims of equality and quality assessment by which a recognition of different positions would be acknowledged and opened up for discussion. In this way, different assessment practices or assessment identities could be discussed on a system level, away from a more opinionated level. This would mean to accept different positions as legitimate expressions of different ideals and contexts. This broad outlook on assessment identity development could be used to strengthen all types of teachers.

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• Lärarlyftet i engelska för tidigare åldrar: Från engelskundervisare till engelsklärare

  2018. Anna-Marie Csöregh.

  Since the beginning of the 21st century the Swedish Government has orchestrated a massive drive for in-service training of teachers working at all stages in primary and secondary school. To focus on teachers’ professional development is high priority as there is empirical evidence that well-trained teachers result in well-educated pupils. Lärarlyftet is the umbrella-term for one of these major initiatives, and the aim of the continuing drive, Lärarlyftet II, which will continue until year 2019, is that teachers should earn qualifications for all types of schools, and all subjects and grades where they teach. The Teacher Certification introduced in 2012, also requires competence for grading. Evaluations of Lärarlyftet has only been made of the first part, and there is nothing published regarding the English subject specifically. This study has its focus on primary school teachers taking an in-service course in English at university level. Based on both quantitative and qualitative methods, data for this study was collected over four years and from three sources: course evaluations, surveys and interviews. This study aims at finding answers to what experiences these teachers were left with after the completion of the in-service training regarding the gains from the course, how they feel they have been able to implement their newly acquired knowledge, and how they feel about the effect on their teacher identity, more specifically their language teacher identity. The results from all data sets is unanimous and reveals that the participating teachers experience great gains for their classroom practices, which in many cases have been heavily modified or completely overturned as a result of the course. These narratives can be linked to the theoretical concepts of teacher-efficacy, agency and teacher identity, as they give witness to gained self confidence in teaching situations (teacher-efficacy), a feeling of higher levels of independence regarding choices of both teaching materials and teaching methods (agency), as well as a more defined language teacher identity. These results also seem to hold over time. The current project also confirms previous evaluations of Lärarlyftet I regarding the spill-over effects of the teachers’ newly acquired knowledge. These are neither asked for nor taken advantage of on an organisation level, why this knowledge stays with the teacher on a classroom level.

  Läs mer om Lärarlyftet i engelska för tidigare åldrar

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