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Per Blomqvist

Universitetslektor

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Arbetar vid Institutionen för språkdidaktik
Telefon 08-120 762 99
E-post per.blomqvist@isd.su.se
Besöksadress Universitetsvägen 10 E
Rum E971
Postadress Institutionen för språkdidaktik 106 91 Stockholm

Om mig

Filosofie doktor i språkdidaktik och universitetslektor vid Institutionen för språkdidaktik, Stockholms universitet.

Disputerade med avhandlingen Samtal om skrivbedömning: Lärares normer, beslut och samstämmighet 2018. Tidigare doktorand och universitetsadjunkt vid Institutionen för språkdidaktik, Stockholms universitet (2009-2018) och gästföreläsare på Lärarhögskolan i Stockholm (2001-2007). Legitimerad gymnasielärare i svenska och tyska efter studier vid Aarhus universitet, Humboldt Universität zu Berlin, Lärarhögskolan i Stockholm och Stockholms universitet. 

Författare till boken Skrivundervisning - i samspel med litterära texter (Berge & Blomqvist, 2012).

Undervisning

Undervisar i svenskämnets didaktik, akademiskt skrivande och pedagogisk bedömning på grundnivå och avancerad nivå. Kursansvarig för UVKIII och självständigt arbete, och handleder även i kandidatkurser.  

Exempel på kurser innevarande termin (V21):

  • Läroplansteori, ämnesidaktik och bedömning, fokus på språk (UM7105, US160G)
  • Självständigt arbete, grundnivå (USX21G, USX24G)
  • Vetenskapsteori och forskningsmetodik (US160G)
  • Ämnesdidaktik, svenska för ämneslärare (UCG34K)

Forskning

Forskningen inriktas främst på skrivdidaktik i relation till bedömning. 

Tre pågående forskningsprojekt är:

  • Skrivsituationer, skrivundervisning och skrivbedömning över tid - en analys av ett svenskämne i förändring (1980-2020)
  • Lärarstudenters akademiska skrivande - en analys av ett didaktiskt utvecklingsarbete över tid (2008-2020)
  • Skrivande i gymnasieskolans olika ämnen - en analys av skrivande och skrivuppgifter i ämnena samhällskunskap och svenska 

Presentationer och workshops i urval

Teachers' Discussions About Writing Assessment: Expressed Assessment Criteria In Relation To Pedagogical Decision-Making. International Journal of Arts and Sciences' conference, Harvard MIT, Boston, 28 maj 2019.

Svensklärares normer, didaktiska beslut och betygsomdömen i samtal om skrivbedömning. Specialpedagogiska institutionen, Stockholms universitet 22 februari 2019.

Bedömningshandlingar och didaktiskt utvecklingsarbete i högre utbildning. Konstfack. University of Arts, Crafts and Design, Stockholm 14 november 2018.

Är vi överens om det? Samspel och samstämmighet i svensklärares bedömningssamtal. Grep om skriveopplæring. Skrivesenteret, Nasjonalt senter for skriveopplæring og skriveforskning, Trondheim 2 november 2017.

Konkurrerande normer i svensklärares summativa bedömningar av gymnasieelevers skrivande. Skriv!Les! 2017, NTNU/Skrivesenteret, Trondheim 9 maj 2017.

Vad uppmärksammar svensklärare i samtal om summativ bedömning av gymnasieelevers skrivande? Skrivesenteret, Nasjonalt senter for skriveopplæring og skriveforskning, Trondheim 17 november 2016.

Assessment discourses in teacher group discussions about students' writing. EARLI SIG 1: Assessment and evaluation, Ludwig-Maximilians-Universität München, 24-26 augusti 2016.

Förväntningsnormer och didaktiska beslut i gymnasielärares skrivbedömningar. Nationella ämnesdidaktiska konferensen NÄD, Malmö högskola 19-21 april 2016.

What kinds of instruction do students need to improve their writing? Nordic Symposium on Testing and Assessing Writing, Sør-Trøndelag University College, Trondheim 28-29 september 2015.

Writing & Thinking Workshop, critical reading and writing. Bard College Institute for Writing and Thinking, Annandale-on-Hudson, New York 3-7 juni 2015.

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2019. Per Blomqvist.
  • Avhandling (Dok) Samtal om skrivbedömning
    2018. Per Blomqvist (et al.).

    This thesis reports and discusses results from a qualitative study of Swedish teachers' writing assessment in upper secondary school. Based on teacher group discussions, the study investigates teachers' interactions, expressions of norms and decisions when assessing and grading students' writing in the subject of Swedish.

    The aim of the study is to describe and analyze how teachers interact and what they pay attention to when discussing writing assessment. In relation to this aim the following three research questions were posed: (1) What characterizes the teachers' conversations about writing assessment? (2) What assessment norms do the teachers express? (3) What decisions do they make?

    The theoretical perspectives are dialogical and pedagogical. From a dialogical point of view, the assessment conversations are considered as social acts where teachers in interaction collectively create meaning. Furthermore, the assessment conversations are considered as pedagogical, as a part of teachers' reflective work to discuss how to assess students' work and how to make decisions about further instructions and grading. The methods used to describe and analyze interactional patterns, expressions of norms and decisions in these assessment conversations are topic analysis and initiative-response-analysis.

    The empirical data consists of audio and video recordings from three teacher groups' conversations about writing assessment, comprising a total of 17 Swedish teachers from three upper secondary schools. Data was also collected via a questionnaire with the individual teacher's grading of the students' writing and evaluation of the assessment conversations.

    The results show that teachers' assessments of students' writing focus on much more, and partly other, criteria than their pedagogical decisions. The quality standards that teachers express in the discussions about student texts focus mostly on communicative quality, language style and text structure but also on content and the use of sources. The pedagogical decisions, on the other hand, almost exclusively focus on text structure and the use of sources.

    The results also show that shortcomings in the students' texts are crucial for teachers' summative assessments. Meanwhile, the teachers also express that students' age, their writing development in the course and the national test must be considered. These assessment norms can be compensatory and have a substantial impact on these teachers' decisions on summative assessments. The teacher groups show considerable variation in the basis for their decisions regarding summative assessment of students' writing.

    Finally, the teachers demonstrate a high degree of consistency within each teacher group when discussing summative assessment of students' writing. However, the assessments that individual teachers make after the discussions comply only to some extent with the group's decisions. The least degree of consistency was shown by the teacher group who, in the discussion, seemed the most consistent. Decision-making processes in these discussions are characterized by low intensity, where few assessment alternatives are being considered. The overall assessment consistency between the teacher groups was found to be low.

  • 2018. Per Blomqvist.

    This article reports on a qualitative study of Swedish teachers’ summative assessments of students’ writing in upper secondary school. Based on teacher group discussions, the study describes and analyses teachers’ expressions of norms when assessing and grading students’ writing in the subject of Swedish. Data consist of audio- and video recordings from three focus group discussions, comprising a total of 17 teachers. Topic analysis (Linell, 2001) is the method used to identify expressions of assessment norms in these discussions. The analysis reveals that these teachers’ summative assessments of students’ writing express two competing norms: a non-compensatory and a compensatory norm. The non-compensatory norm is expressed through perceptions that all text qualities must correspond to the same criteria. This means that shortcomings in texts are crucial for teachers’ summative assessments. The text qualities that primarily determine these decisions are language style and text structure. Meanwhile, the compensatory norm is expressed through perceptions that in summative aspects such as students’ age and writing instructions as well as students’ writing development and the national test must be considered. These competing assessment norms have a substantial impact on theses teachers’ decisions on summative assessments. The teacher groups show significant variation in the basis for their decisions regarding summative assessment of students' writing.

  • 2018. Per Blomqvist. Nordic Journal of Literacy Research 4 (1), 1-21

    This article reports on a qualitative study of the interaction in Swedish teachers’ discussions about summative assessment of students’ writing. Interactional patterns of dominance, dynamics and coherens in the decision-making processes are described and analyzed, comparing the degree of assessment consistency between and within the groups. The analysis reveals a high degree of consistency within each teacher group’s discussion. However, the assessments that individual teachers make after the discussions comply only to some extent with the group’s decisions. The least degree of consistency was shown by the teacher group who seemed the most consistent in the discussions. Decision-making processes in these discussions are characterized by low intensity, where few assessment alternatives are being considered. In teacher group discussions characterized by higher intensity, a variety of suggestions for assessment are made by the teachers. The individual teachers' assessments in those groups are more consistent with the group's decisions. Meanwhile, the overall assessment consistency between the teachers was found to be low.

  • 2016. Per Blomqvist.
  • 2016. Per Blomqvist, Viveca Lindberg, Gustaf B. Skar. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge 10 (1)

    I studien samtalar tre lärargrupper om elevers skrivande och skrivundervisning i ämnet svenska på gymnasiet. Det teoretiska perspektiv som läggs på dessa samtal är didaktiskt och inriktas på hur lärare formulerar och använder bedömningsinformation om elevers skrivande för beslut om skrivundervisningens innehåll. Resultatet visar att lärares bedömningar av elevers skrivande behandlar fler och delvis andra aspekter av skrivförmåga än vad deras didaktiska beslut sedan omfattar. De kvalitetsuppfattningar och förväntningsnormer som lärarna uttrycker i sina bedömningar av elevers skrivande inriktas huvudsakligen på texters kommunikativa kvaliteter, den stilistiska utformningen och textuppbyggnaden, följt av ämnesinnehåll och källanvändning. De didaktiska beslut som fattas utifrån bedömningen av elevers texter inriktas däremot i stort sett enbart på att eleverna behöver skrivundervisning i att disponera text och att använda källor. Detta gör att överensstämmelsen är låg mellan lärarnas beslut om skrivundervisningens inriktning och deras förväntningar på vad eleverna ska kunna. De didaktiska besluten omfattar i begränsad utsträckning den bedömningsinformation som lärarna själva har formulerat.

  • 2012. Per Blomqvist.
Visa alla publikationer av Per Blomqvist vid Stockholms universitet

Senast uppdaterad: 10 april 2021

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