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Hartell, E. (2019). Comparative judgment: How it can be used to enhance teachers' formative assessment skills and students' learning. Education Canada Magazine / EdCan Network, 59(1), 18-21
Open this publication in new window or tab >>Comparative judgment: How it can be used to enhance teachers' formative assessment skills and students' learning
2019 (English)In: Education Canada Magazine / EdCan Network, ISSN 0013-1253, Vol. 59, no 1, p. 18-21Article in journal (Other academic) Published
Abstract [en]

Comparative judgment (CJ) is an assessment methodology based on the ranking of two pieces of work at a time. CJ can be used both as a professional development tool to sharpen assessment skills and develop shared standards, and as a way of identifying exemplars of quality that allow students to better understand learning goals and expectations

Place, publisher, year, edition, pages
Toronto, Canada: Canadian Education Association, 2019
Keywords
comparative judgment, comparative judgement, formative assessment, assessment for learning, digital assessment, assessment literacy
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences; Technology and Learning
Identifiers
urn:nbn:se:kth:diva-247627 (URN)
Note

Finns on-line (se länk) samt i tryckt tidskrift. QC 20190513

Available from: 2019-03-25 Created: 2019-03-25 Last updated: 2019-05-13Bibliographically approved
Hartell, E. (2019). Dual coding in STEM subjects. In: Oliver Caviglioli (Ed.), Dual coding with teachers: (pp. 184-185). Woodbridge, UK: John Catt Educational Limited
Open this publication in new window or tab >>Dual coding in STEM subjects
2019 (English)In: Dual coding with teachers / [ed] Oliver Caviglioli, Woodbridge, UK: John Catt Educational Limited , 2019, p. 184-185Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Woodbridge, UK: John Catt Educational Limited, 2019
Keywords
dual coding, cognitive load theory, STEM education, technology education, engineering education, science education
National Category
Educational Sciences
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-254919 (URN)9781912906253 (ISBN)
Note

QC 20190827

Available from: 2019-07-09 Created: 2019-07-09 Last updated: 2019-08-27Bibliographically approved
Hartell, E. (2019). Förord till den andra svenska upplagan av Att följa lärande. Formativ bedömning i praktiken. (2:1ed.). In: Dylan Wiliam (Ed.), Att följa lärande: Formativ bedömning (pp. 13-15). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Förord till den andra svenska upplagan av Att följa lärande. Formativ bedömning i praktiken.
2019 (Swedish)In: Att följa lärande: Formativ bedömning / [ed] Dylan Wiliam, Lund: Studentlitteratur AB, 2019, 2:1, p. 13-15Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 2:1
Keywords
formativ bedömning, undervisning, skolan
National Category
Educational Sciences
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-252535 (URN)978-91-44-12495-7 (ISBN)
Note

QC 20190617

Available from: 2019-05-31 Created: 2019-05-31 Last updated: 2019-06-17Bibliographically approved
Doyle, A., Hartell, E. & Björk, H. (2019). Programmering i mellanstadiets teknikämne. In: Helena Björk, Andrew Doyle, Eva Hartell, Riikka Hohti, Mathias Mose Olesen, Kathrin Otrell-Cass, Bjarne Paulsen, Olli Rekonen & Katariina Stenberg. (Ed.), Beyond technology: Barns röst och digitala skolverkligheter (pp. 14-17). Ålborg, Danmark: Aalborg University
Open this publication in new window or tab >>Programmering i mellanstadiets teknikämne
2019 (Swedish)In: Beyond technology: Barns röst och digitala skolverkligheter / [ed] Helena Björk, Andrew Doyle, Eva Hartell, Riikka Hohti, Mathias Mose Olesen, Kathrin Otrell-Cass, Bjarne Paulsen, Olli Rekonen & Katariina Stenberg., Ålborg, Danmark: Aalborg University , 2019, p. 14-17Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Ålborg, Danmark: Aalborg University, 2019
Keywords
practitioner based research, technology eduction, primary programming, digitalisation, praktiknära forskning, teknikundervisning, digitalisering, programmeringsundervisning
National Category
Educational Sciences
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-263230 (URN)978-87-93058-70-5 (ISBN)
Projects
Beyond technology
Note

Funded by Nordplus Junior. Translations in English, Finnish and Danish is availble upon request by authors.

Available from: 2019-11-04 Created: 2019-11-04 Last updated: 2019-11-04
Björk, H. & Hartell, E. (2019). Smart med telefonen på museibesök (1ed.). In: Helena Björk, Andrew Doyle, Eva Hartell, Riikka Hohti, Mattias Mose Olesen, Kathrin Otrell- Cass, Bjarne Paulsen, Olli Rekonen & Katarina Stenberg (Ed.), Beyond technology: Barnens röst och digitala skolverkligheter (pp. 6-9). Ålborg: Aalborg University
Open this publication in new window or tab >>Smart med telefonen på museibesök
2019 (Swedish)In: Beyond technology: Barnens röst och digitala skolverkligheter / [ed] Helena Björk, Andrew Doyle, Eva Hartell, Riikka Hohti, Mattias Mose Olesen, Kathrin Otrell- Cass, Bjarne Paulsen, Olli Rekonen & Katarina Stenberg, Ålborg: Aalborg University , 2019, 1, p. 6-9Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Ålborg: Aalborg University, 2019 Edition: 1
Keywords
practitioner based research, digitalisation, mobile phones, praktiknära forskning, digitalisering
National Category
Educational Sciences
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-263226 (URN)978-87-93058-70-5 (ISBN)978-87-93058-71-2 (ISBN)
Note

Funded by Nordplus Junior. Translations in Finnish, Danish and English availble upon request from author. 

Available from: 2019-11-04 Created: 2019-11-04 Last updated: 2019-11-04
Hartell, E., Doyle, A. & Gumaelius, L. (2019). Teachers’ attitudes towards teaching programming in Swedish Technology education.. In: Sarah Pulé & Marc J. de Vries (Ed.), Developing a knowledge economy trough technology and engineering education: PATT37, Msida, Malta. 3–6 June, 2019.. Paper presented at PATT 37, Pupils Attitudes Towards Technology (pp. 195-202). Msida, Malta: University of Malta
Open this publication in new window or tab >>Teachers’ attitudes towards teaching programming in Swedish Technology education.
2019 (English)In: Developing a knowledge economy trough technology and engineering education: PATT37, Msida, Malta. 3–6 June, 2019. / [ed] Sarah Pulé & Marc J. de Vries, Msida, Malta: University of Malta , 2019, p. 195-202Conference paper, Published paper (Refereed)
Abstract [en]

Programming was introduced as a core-content in the Swedish national curriculum during a 2018 revision. The introduction of programming as part of Technology and Mathematics has been surrounded with a lot of questions of how, when, what and by whom programming should be taught. It is acknowledged that teachers do not often have the content expertise or confidence in teaching ‘new’ topics as they are assigned to curricula. Previous research has explored this through the lens of teacher self-efficacy, where results have indicated that teachers’ self-efficacy in a particular area is important for creating effective learning opportunities for pupils in school. 

This paper reports on preliminary findings from an on-going project focusing on teacher self-efficacy in relation to the introduction of programming to the primary Technology curriculum. The projects’ objectives were to increase teachers' self-efficacy to teach programming in the Technology subject, and as a result of this, increase learning opportunities for the pupils. 

In order to be able to measure teachers’ development of self-efficacy towards teaching primary programming an instrument was developed based on an existing instrument used for measuring self-efficacy for science teaching. The Dimensions of Attitudes towards Programming (DAP) instrument was designed and piloted in two schools. The preliminary findings show that the DAP-instrument fulfilled its purpose within this project but needs to be further validated to become a valid instrument to measure teachers’ self-efficacy in programming in a broader sense. Two themes identified from the analysis are discussed in this paper; (1) a lack of confidence in teaching programming, which appeared to ultimately result in, (2) teachers’ questioning the why behind teaching programming in the Swedish primary school.

Place, publisher, year, edition, pages
Msida, Malta: University of Malta, 2019
Series
PATT proceedings
Keywords
programming, self-efficacy, Technology education, primary education, programmering, teknikämnet, self-efficacy, lågstadiet
National Category
Educational Sciences
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-252812 (URN)9789995714796 (ISBN)
Conference
PATT 37, Pupils Attitudes Towards Technology
Projects
Tillit till IT
Note

QC 20190819

Available from: 2019-06-10 Created: 2019-06-10 Last updated: 2019-08-19Bibliographically approved
Hartell, E., Strimel, G., Bartholomew, S. & Yoshikawa Ruesch, E. (2019). Unpacking teachers’ assessment practices in STEM education across countries. In: Thinkings Tomorrow's Education: Learning from the past, in the present and for the future. 18th Biennial EARLI Conference for Research on Learning and Instruction.: Symposium. Asessment and evaluation: Learning by making comparative judgements.. Paper presented at 18th Biennial Conference of the European Association for Research on Learning and Instruction. RWTH Aachen University, Aachen, Germany. August 12–16, 2019 (pp. 199). EARLI, RWTH Aachen University.
Open this publication in new window or tab >>Unpacking teachers’ assessment practices in STEM education across countries
2019 (English)In: Thinkings Tomorrow's Education: Learning from the past, in the present and for the future. 18th Biennial EARLI Conference for Research on Learning and Instruction.: Symposium. Asessment and evaluation: Learning by making comparative judgements., EARLI, RWTH Aachen University. , 2019, p. 199-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The perceived demands of the future workforce continue to emphasize a need for enhanced Science, Technology, Engineering and Mathematics (STEM) education. An integral, but sometimes overlooked, part of the STEM–education paradigm is Technology and Engineering education (TEE). While TEE differs to some extent across the globe, a common feature is the use of open-ended design tasks as a pedagogical method, which has also become a preferred approach to teaching STEM concepts in an integrated manner. However, these open-ended design tasks remain difficult to assess. Therefore, this paper will explore the potential of using comparative judgement (CJ) to unpack and explicate criteria for success in open-ended design tasks to better inform teachers’ assessment practices in TEE across countries. Results revealed several interesting findings and provoking similarities and differences.

Place, publisher, year, edition, pages
EARLI, RWTH Aachen University., 2019
Keywords
Engineering education, Technology education, Assessment methods and tools, secondary education, comparative studies, comparative judgement, teknikutbildning, undervisning, teknikundervisning, bedömning, komparativ bedömning, formativ bedömning
National Category
Educational Sciences
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-256342 (URN)
Conference
18th Biennial Conference of the European Association for Research on Learning and Instruction. RWTH Aachen University, Aachen, Germany. August 12–16, 2019
Note

QC 20190827

Available from: 2019-08-23 Created: 2019-08-23 Last updated: 2019-08-27Bibliographically approved
Hartell, E., Strimel, G., Bartholomew, S. & Yoshikawa Ruesch, E. (2019). Unpacking teachers' assessment practices in STEM education across countries. In: Žagar, Igor Ž. & Mlekuž, Ana (Ed.), Raziskovanje v vzgoji in izobraževanju: Mednarodni vidikivzgoje in izobraževanja: Zbornik povzetkov 4. znanstvene konference. Paper presented at 4th Scientific Conference "Research in Education and Training". Ljubljana, Slovenien. 18–19 September, 2019. (pp. 178-180). Ljubljana, Slovenien: Pedagoški inštitut, Ljubljana
Open this publication in new window or tab >>Unpacking teachers' assessment practices in STEM education across countries
2019 (English)In: Raziskovanje v vzgoji in izobraževanju: Mednarodni vidikivzgoje in izobraževanja: Zbornik povzetkov 4. znanstvene konference / [ed] Žagar, Igor Ž. & Mlekuž, Ana, Ljubljana, Slovenien: Pedagoški inštitut, Ljubljana , 2019, p. 178-180Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Ljubljana, Slovenien: Pedagoški inštitut, Ljubljana, 2019
Keywords
Comparative Judgment, Engineering Education, Technology Education, STEM education, International Comparisons
National Category
Educational Sciences
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-259741 (URN)978-961-270-310-3 (ISBN)
Conference
4th Scientific Conference "Research in Education and Training". Ljubljana, Slovenien. 18–19 September, 2019.
Note

In accordance with the conference organisers' request; this paper report to some extent results from this paper

Bartholomew, S. R., Ruesch, E. Y., Hartell, E., & Strimel, G. J. (2019). Identifying design values across countries through adaptive comparative judgment. International Journal of Technology and Design EducationFirst on-l. https://doi.org/10.1007/s10798-019-09506-8

QC 20190923

Available from: 2019-09-23 Created: 2019-09-23 Last updated: 2019-09-23Bibliographically approved
Hartell, E., Strimel, G., Bartholomew, S. & Yoshikawa, E. (2018). Adaptive Comparative Judgement In Open-ended Design Scenarios. In: The 44th International Association for Educational Assessment (IAEA) Annual Conference: Assessment & Big Data. Paper presented at The 44th International Association for Educational Assessment (IAEA) Annual Conference Assessment & Big Data 9–14th September 2018. Oxford University, UK. Oxford: Oxford University Press
Open this publication in new window or tab >>Adaptive Comparative Judgement In Open-ended Design Scenarios
2018 (English)In: The 44th International Association for Educational Assessment (IAEA) Annual Conference: Assessment & Big Data, Oxford: Oxford University Press, 2018Conference paper, Published paper (Refereed)
Abstract [en]

Adaptive comparative judgment (ACJ) has proven to be a valid, reliable, and feasible method for assessing student performance in open-ended design scenarios. In addition to the use of ACJ for purely assessment and evaluation, research has demonstrated an opportunity to identify the design values of judges involved with the ACJ process and feed that into classroom practice and possible curriculum design. The potential for ACJ, as a tool for understanding cultural design values, and potentially facilitating international collaboration, is intriguing. Therefore, this study established three panels of judges from USA, UK and Sweden, with the purpose of unpacking teachers’ assessment practices. These three panels assessed a body of 760 American student works, in technology/ engineering education, using the ACJ method. The similarities, differences, and quantitative and qualitative data findings from these assessment results were analyzed, revealing distinct design values, preferences, and differences for each group of judges from the different locations. This paper will show possible use of ACJ on larger scale to find out and explicate criteria for success in open-ended design tasks to inform formative assessment practices. The paper will tie literature together and provide an overview of possible use of ACJ to inform future work within the field of assessment.

Place, publisher, year, edition, pages
Oxford: Oxford University Press, 2018
Keywords
technology education, engineering education, STEM education, comparative judgement, assessment, formative assessment
National Category
Educational Sciences
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-237258 (URN)
Conference
The 44th International Association for Educational Assessment (IAEA) Annual Conference Assessment & Big Data 9–14th September 2018. Oxford University, UK
Note

QC 20181204

Available from: 2018-10-25 Created: 2018-10-25 Last updated: 2018-12-04Bibliographically approved
Hartell, E. (2018). Assuring a future for design and technology by embedding classroom formative assessment: International keynote. In: Kurt Seeman & P John Williams (Ed.), 10th DATTArc Biennal International Design and Technology Teachers' Association Research Conference: Fostering applied design led innovation capabilities: how do we know we are doing it better than any other subject?. Paper presented at 10th DATTArc Biennal International Design and Technology Teachers' Association Research Conference. Swinburne University of Technology, Melbourne, Australia. 5–8 December, 2018. Melbourne: Swinburne University of Technology
Open this publication in new window or tab >>Assuring a future for design and technology by embedding classroom formative assessment: International keynote
2018 (English)In: 10th DATTArc Biennal International Design and Technology Teachers' Association Research Conference: Fostering applied design led innovation capabilities: how do we know we are doing it better than any other subject? / [ed] Kurt Seeman & P John Williams, Melbourne: Swinburne University of Technology , 2018Conference paper, Published paper (Refereed)
Abstract [en]

Technology education is by far the most contemporary and rich discipline aiming to prepare learners for the future. It changes rapidly as society changes, while also nurturing historical perspectives. To prepare our youths for the future, technology education must occupy greater space and play a larger role in school to allow every boy and girl the opportunity to flourish, both for themselves and for society. Understanding, developing and supporting this quest is challenging for schools, teachers and researchers. Developing instruction is key, and bridging educational research and practice gives us greater potential to succeed. 

It is well known that embedding formative assessment into classroom instruction is central to student success; however, this is not as simple as it seems. This article highlights the complexity of embedding formative assessment. Further, by combining theory and practice, it provides some suggestions on how to provide affordances for teachers’ classroom assessment practices to bridge teaching and learning in technology education.

Place, publisher, year, edition, pages
Melbourne: Swinburne University of Technology, 2018
Keywords
design and technology education; technology education; engineering education; formative assessment; classroom assessment
National Category
Educational Sciences
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-240654 (URN)
Conference
10th DATTArc Biennal International Design and Technology Teachers' Association Research Conference. Swinburne University of Technology, Melbourne, Australia. 5–8 December, 2018
Note

QC 20190108

Available from: 2018-12-27 Created: 2018-12-27 Last updated: 2019-01-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8889-2562

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