Att läsa bedömningsuppdraget
The last decades have seen regular and frequent modifications of the wording of school curricula in the Nordic countries together with increased appeals from teachers for further clarification. The paper analyzes how assessment of the subject English is presented in Sweden and Finland at the lower a...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Danish |
| Published: |
Malmö University Press
2023-12-01
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| Series: | Educare |
| Subjects: | |
| Online Access: | https://ojs.mau.se/index.php/educare/article/view/819 |
| _version_ | 1797383443309395968 |
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| author | Anne Dragemark Oscarson Birgitta Fröjdendahl Raili Hildén |
| author_facet | Anne Dragemark Oscarson Birgitta Fröjdendahl Raili Hildén |
| author_sort | Anne Dragemark Oscarson |
| collection | DOAJ |
| description | The last decades have seen regular and frequent modifications of the wording of school curricula in the Nordic countries together with increased appeals from teachers for further clarification. The paper analyzes how assessment of the subject English is presented in Sweden and Finland at the lower and upper secondary levels. The aim was to explore how much space was given to assessment in the texts, the types of expectations on school staff the texts generate, and the competences required to meet these, while considering the predominant curriculum theories reflected in these texts. It is a comparative case study combining qualitative and quantitative methods. The results show an imbalance between the two countries when it comes to space allocated to assessment. The Finnish curriculum is more extensive and distinct compared to the Swedish one. In both countries teachers’ main obligation is to make assessments based on knowledge and praxeological competence. Systematic and deliberative curriculum theory permeates both, but the shorter Swedish general guidelines give more space for local interpretation than the more detailed Finnish guidelines. Nevertheless, there are several issues in both curricula that can cause ambiguity. The importance of more distinct and transparent guidelines is thus apparent.
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| first_indexed | 2024-03-08T21:21:05Z |
| format | Article |
| id | doaj.art-37a4ac188d894ca99da80039bd965d61 |
| institution | Directory Open Access Journal |
| issn | 2004-5190 |
| language | Danish |
| last_indexed | 2024-03-08T21:21:05Z |
| publishDate | 2023-12-01 |
| publisher | Malmö University Press |
| record_format | Article |
| series | Educare |
| spelling | doaj.art-37a4ac188d894ca99da80039bd965d612023-12-21T10:08:46ZdanMalmö University PressEducare2004-51902023-12-01210.24834/educare.2023.2.819Att läsa bedömningsuppdragetAnne Dragemark Oscarson0Birgitta Fröjdendahl1Raili Hildén2Göteborgs universitetStockholms universitetHelsingfors universitetThe last decades have seen regular and frequent modifications of the wording of school curricula in the Nordic countries together with increased appeals from teachers for further clarification. The paper analyzes how assessment of the subject English is presented in Sweden and Finland at the lower and upper secondary levels. The aim was to explore how much space was given to assessment in the texts, the types of expectations on school staff the texts generate, and the competences required to meet these, while considering the predominant curriculum theories reflected in these texts. It is a comparative case study combining qualitative and quantitative methods. The results show an imbalance between the two countries when it comes to space allocated to assessment. The Finnish curriculum is more extensive and distinct compared to the Swedish one. In both countries teachers’ main obligation is to make assessments based on knowledge and praxeological competence. Systematic and deliberative curriculum theory permeates both, but the shorter Swedish general guidelines give more space for local interpretation than the more detailed Finnish guidelines. Nevertheless, there are several issues in both curricula that can cause ambiguity. The importance of more distinct and transparent guidelines is thus apparent. https://ojs.mau.se/index.php/educare/article/view/819assessment literacycurriculum theoryEFLsyllabus teacher cognition |
| spellingShingle | Anne Dragemark Oscarson Birgitta Fröjdendahl Raili Hildén Att läsa bedömningsuppdraget Educare assessment literacy curriculum theory EFL syllabus teacher cognition |
| title | Att läsa bedömningsuppdraget |
| title_full | Att läsa bedömningsuppdraget |
| title_fullStr | Att läsa bedömningsuppdraget |
| title_full_unstemmed | Att läsa bedömningsuppdraget |
| title_short | Att läsa bedömningsuppdraget |
| title_sort | att lasa bedomningsuppdraget |
| topic | assessment literacy curriculum theory EFL syllabus teacher cognition |
| url | https://ojs.mau.se/index.php/educare/article/view/819 |
| work_keys_str_mv | AT annedragemarkoscarson attlasabedomningsuppdraget AT birgittafrojdendahl attlasabedomningsuppdraget AT railihilden attlasabedomningsuppdraget |