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Publications (10 of 31) Show all publications
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
Couturier, C., Geschwind, L. & Hartell, E. (2018). Interdisciplinary teaching in Swedish primary schools: teachers’ perspectives of subject-matter integration in technology and history. In: Niall Seery, JeffreyBuckley, Donal Canty and Joseph Phelan (Ed.), 2018 PATT36 International conferenceResearch and Practice in Technology Education:: Perspectives on Human Capacity and Development. Paper presented at 2018 PATT36 International conference (pp. 288-294).
Open this publication in new window or tab >>Interdisciplinary teaching in Swedish primary schools: teachers’ perspectives of subject-matter integration in technology and history
2018 (English)In: 2018 PATT36 International conferenceResearch and Practice in Technology Education:: Perspectives on Human Capacity and Development / [ed] Niall Seery, JeffreyBuckley, Donal Canty and Joseph Phelan, 2018, p. 288-294Conference paper, Published paper (Refereed)
Abstract [en]

Technology is a compulsory subject for all school years in Sweden. The curriculum states that teaching should contribute to the students' understanding of technological development (LGr11, syllabus in technology). Interdisciplinary teaching is encouraged in the curriculum, however, the relationship between subject-matter in technology and history is not well documented. It this study, five primary school teachers’ experiences and attitudes of interdisciplinary teaching are investigated through open-ended interviews. A thematic analysis of the data identified three preliminary themes. The first theme confirms that interdisciplinary teaching occurs. The teachers say that through interdisciplinary teaching, they build meaningfulness and coherence for students. In the second theme, teaching on technological development often emerges as spontaneous and unplanned. Here, teachers became aware in the interview that their teaching may also be described as technological. The third theme suggested that teachers used artefacts as an entrance to the past, for student’s immersion and understanding. The interdisciplinary teaching between technology and history is largely unexplored, especially for the younger ages. Through identifying that in teaching practice technology is integrated with history, although not always planned or consciously, the technology subject can gain more awareness and a stronger position in the curriculum and wider contexts. 

Keywords
Interdisciplinary teaching, Technology Education, Technology and History, Teachers’ perspectives, Swedish primary schools.
National Category
Social Sciences Pedagogical Work
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-231459 (URN)978-1-5272-2507-7 (ISBN)978-1-5272-2508-4 (ISBN)
Conference
2018 PATT36 International conference
Projects
Licentiatstudier
Funder
Swedish Research Council, L 6101
Note

QC 20180628

Available from: 2018-06-28 Created: 2018-06-28 Last updated: 2018-06-28Bibliographically approved
Hartell, E., Hjelm, S. & Kornhall, P. (Eds.). (2018). Nyckeltexter i utbildningsvetenskap: Skolforskares originaltexter i översättning. Stockholm: Natur och kultur
Open this publication in new window or tab >>Nyckeltexter i utbildningsvetenskap: Skolforskares originaltexter i översättning
2018 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

I den svenska skoldebatten är frågan om forskningsförankring högaktuell och det hänvisas flitigt till olika texter och artiklar. Några texter och forskare hänvisas det till oftare än andra- texter som banat väg och gjort bestående avtryck som stått sig över tid. Den här boken innehåller ett urval av dessa nyckeltexter som inte tidigare funnits tillgängliga i svensk översättning. Författarna är några av världens ledande skolforskare, till exempel Dylan Wiliam, John Hattie, Helen Timperley och Michael Fullan. Urvalet har gjorts av tre tongivande svenska skolutvecklare, samt i några fall i samråd med skolforskarna själva. Resultatet är en resa inom skolforskning i både ett historiskt och samtida perspektiv. Under övergripande rubriker som psykologi, lärande och undervisning samt reformer och utveckling får vi ta del av banbrytande texter inom respektive område. Det är omtumlande, förvånande och utmanande på samma gång. Framför allt bringar texterna i påståenden som mer eller mindre tas för givna inom skolforskning. Hur vet vi det, vem sa egentligen vad och när? 

Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018. p. 541
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-235833 (URN)978-91-27-81890-3 (ISBN)
Note

QC 20181010

Available from: 2018-10-07 Created: 2018-10-07 Last updated: 2018-10-10Bibliographically approved
Gumaelius, L., Hartell, E., Svärdh, J., Skogh, I.-B. & Buckley, J. (2018). Outcome analyses of educational interventions: a case study of the Swedish “Boost of Technology” intervention. International journal of technology and design education
Open this publication in new window or tab >>Outcome analyses of educational interventions: a case study of the Swedish “Boost of Technology” intervention
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2018 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Springer, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-235780 (URN)10.1007/s10798-018-9470-3 (DOI)
Note

QC 20181008

Available from: 2018-10-04 Created: 2018-10-04 Last updated: 2018-10-08Bibliographically approved
Doyle, A., Seery, N., Gumaelius, L., Canty, D. & Hartell, E. (2018). Reconceptualising PCK research in D&T education:proposing a methodological framework to investigateenacted practice. International journal of technology and design education
Open this publication in new window or tab >>Reconceptualising PCK research in D&T education:proposing a methodological framework to investigateenacted practice
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2018 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed) Published
Abstract [en]

Since first conceived, the concept of pedagogical content knowledge (PCK) hasattracted much attention. Despite being lauded by educationalists as the unique knowledgebase of teachers, research on the concept over the past 30 years has yet to result in a universallyaccepted definition being presented. Much of the contentions surrounding the lack ofan agreed upon conception appear to have stemmed from difficulties in understanding therelationship between PCK, other areas of teacher knowledge, teacher beliefs, and enactedpractice. This paper considers the application of PCK frameworks to design and technology(D&T) education, through an analysis of the nature of the discipline from an ontologicaland epistemological perspective and contemporary perspectives on the construct of PCK.It is theorised that the volition afforded to teachers in D&T through weakly framed subjectboundaries negates the effective application of PCK frameworks, as teachers’ beliefs have agreater impact on enacted practices. In an attempt to better understanding enacted practicein D&T education, the paper proposes a methodological framework centred on the interactionsbetween teachers’ beliefs and knowledge in the discipline, through synthesising theconcept of amplifiers and filters of practice with the nature of D&T education. The proposedframework outlines the need to recognise individual teachers’ conception of capabilityas a critical influence on enacted practice.

Place, publisher, year, edition, pages
Springer, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-229453 (URN)10.1007/s10798-018-9456-1 (DOI)2-s2.0-85047791409 (Scopus ID)
Note

QC 20180611

Available from: 2018-06-04 Created: 2018-06-04 Last updated: 2018-06-11Bibliographically approved
Hartell, E. & Strimel, G. (2018). What is it called and how does it work: examining content validity and item design of teacher-made tests. International journal of technology and design education, 1-22
Open this publication in new window or tab >>What is it called and how does it work: examining content validity and item design of teacher-made tests
2018 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, p. 1-22Article in journal (Refereed) Published
Abstract [en]

This article examines content validity in teacher made tests in elementary technology education—an interdisciplinary subject mandatory for all pupils in compulsory school in Sweden. The context of teacher-based assessments relies heavily on trust for teachers to cope with demands. Even though the system is challenged and preconditions for teachers’ assessment practices are not always adequate to support instruction, much is unknown about teachers’ assessment practices. In this explorative study, 30 teacher-designed tests in technology education from 12 elementary schools were scrutinized in regards to content validity and the types of questions used to assess student knowledge supporting technological literacy. The results present the content validity of these tests in its current form, which may call into question the validity in terms of content and ability. Furthermore, the tests indicate how the technology school subject continues to struggle with shifting epistemologies and technologies far removed from pupils’ everyday lives, which seem to contradict the aims and purpose of the subject.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
Technology education, Engineering education, Test, Testing, Assessment, Content validity, teknikdidaktik, grundskola, bedömning, validitet, prov, test, likvärdighet
National Category
Educational Sciences
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-232852 (URN)10.1007/s10798-018-9463-2 (DOI)2-s2.0-85050085580 (Scopus ID)
Note

QC 20180822

Available from: 2018-08-04 Created: 2018-08-04 Last updated: 2018-08-22Bibliographically approved
Hartell, E., Canty, D., Seery, N., Doyle, A. & Buckley, J. (2017). Bedömningsexempel och sambedömning med hög reliabilitet (Worked Examples and Collaborative Assessment with High Reliability). In: : . Paper presented at Skolforum 2017.
Open this publication in new window or tab >>Bedömningsexempel och sambedömning med hög reliabilitet (Worked Examples and Collaborative Assessment with High Reliability)
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2017 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-219875 (URN)
Conference
Skolforum 2017
Note

QC 20171218

Available from: 2017-12-13 Created: 2017-12-13 Last updated: 2018-01-09Bibliographically approved
Hartell, E. (2017). Embedding formative assessment in practical work: Encouraging discussion and peer support. Education in Chemistry
Open this publication in new window or tab >>Embedding formative assessment in practical work: Encouraging discussion and peer support
2017 (English)In: Education in Chemistry, ISSN 0013-1350Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
London, UK: Royal Society of Chemistry, 2017
Keywords
assessment, chemistry education, practical work, stem education, formative assessment, peer support, kemiundervisning, bedömning, formativ bedömning, laborativt arbete, kemididaktik
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-214622 (URN)
Note

QC 20170925

Available from: 2017-09-18 Created: 2017-09-18 Last updated: 2017-09-25Bibliographically approved
Hartell, E. (2017). Vad använder egentligen ungarna telefonen till? Ringa?. Tekniken i skolan (3), 4-5
Open this publication in new window or tab >>Vad använder egentligen ungarna telefonen till? Ringa?
2017 (Swedish)In: Tekniken i skolan, no 3, p. 4-5Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Norrköping: , 2017
Keywords
teknik, mobiltelefoner i skolan, nordplus, undervisning, byod
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-215637 (URN)
Projects
Nordplus Beyond technology
Note

QC 20171024

Available from: 2017-10-11 Created: 2017-10-11 Last updated: 2017-10-24Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8889-2562

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