Endre søk
Begrens søket
12 1 - 50 of 54
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Bartholomew, Scott
    et al.
    Purdue University .
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Strimel, Greg
    Purdue University.
    ACJ: A Tool for International Assessment Collaboration2017Inngår i: PATT34: Technology & Engineering Education – Fostering the Creativity of Youth Around The Globe Pupils' Attitudes Towards Technology, Philadelphia, USA, 2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Adaptive comparative judgment (ACJ), a relatively new approach to assessment, has proven valid, reliable, and feasible for the assessment of open-ended design problems. The use of ACJ for assessment has shown positive results in various countries around the world. The potential for ACJ, as a tool for international collaboration in assessment, has not yet been addressed. Preliminary findings from a study involving ACJ use in three countries (United States, United Kingdom, and Sweden) and future directions for research are shared.

  • 2.
    Bartholomew, Scott
    et al.
    Purdue University .
    Yoshikawa, Emily
    Purdue University, US.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE). KTH, Skolan för industriell teknik och management (ITM).
    Strimel, Greg
    Purdue University.
    Design values, preferences, similarities and differences across three global regions2018Inngår i: 2018 PATT36 International Conference: Research and Practice in Technology Education: Perspectives on Human Capacity and Development / [ed] Niall Seery, Jeffrey Buckley, Donal Canty and Joe Phelan, Athlone, Ireland: Technology Education Research Group. TERG , 2018, s. 432-440Konferansepaper (Fagfellevurdert)
    Abstract [en]

    As technological advances connect countries from across the world, preparing students to contribute to an internationally connected society is paramount. An understanding of the various cultures, traditions, values, and educational practices is necessary for a more-fully integrated and preparatory curriculum. Specifically, we contend that in the area of open-ended design, identifying cultural, regional, and local preferences is a necessary undertaking to assist in preparing students for success in future endeavors. However, as open-ended design is an area that can be challenging to assess and implement, effectively identifying the design values and preferences unique to different locations are necessary. Identifying these preferences and values across locations may help illuminate best-practices to the teaching and learning for an increasingly culturally-sensitive open-ended design process. In this study, 706 American middle school students participated in an open-ended design project and submitted both prototypes and portfolios for their projects. Panels of teachers and researchers from the United States, England, Ireland, and Sweden were recruited to judge the student work through Adaptive Comparative Judgment (ACJ). Each panel was trained on the ACJ software (CompareAssess), introduced to the assignment and the assessment criteria, and provided a login to complete the ACJ. Through the final student project rankings, emerging from each of the judge panels in the ACJ process, highlighted large variations from region to region with only a few student projects appearing in the top ten rank for all regions. Comments provided by the judges, which explain the rationale behind their ACJ decisions, highlighted themes related to significant design values of each region. The identified values may help to enhance design and design-based learning across an internationally-connected society through an understanding of cultural similarities and differences.

  • 3.
    Bartholomew, Scott
    et al.
    Purdue University .
    Yoshikawa Ruesch, Emily
    Purdue University.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM).
    Strimel, Greg
    Purdue University.
    Identifying design values across countries through adaptive comparative judgment2019Inngår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, ISSN 0957-7572, s. 1-27Artikkel i tidsskrift (Fagfellevurdert)
    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. 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 countries around the world, to assess one body of student work using the ACJ method. The similarities, differences, and findings from these assessment results were analyzed, revealing distinct design values, preferences, and differences for each group of judges from the different locations.

  • 4.
    Björk, Helena
    et al.
    Haninge kommun.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM).
    Smart med telefonen på museibesök2019Inngår i: 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, s. 6-9Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 5.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Doyle, Andrew
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Adaptive comparative judgement: A mechanism to enrich and enhance assessment practices to support teaching and learning2017Konferansepaper (Fagfellevurdert)
  • 6.
    Canty, Donal
    et al.
    University of Limerick, Limerick, Ireland.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande. Athlone Institute of Technology, Athlone, Ireland.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Doyle, Andrew
    University of Limerick, Limerick, Ireland.
    Integrating Peer Assessment in Technology Education through Adaptive Comparative Judgment2017Inngår i: PATT34: Technology & Engineering Education – Fostering the Creativity of Youth Around The Globe, Philadelphia, Pennsylvania, USA, 2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Advocates of assessment ‘for’ learning argue for its use as a diagnostic tool to support direct and meaningful feedback in a way that is a pedagogical feed-forward.  Implementations and interpretations of assessment for learning have begun to push the boundaries of educational transactions to actively include the learner in the process of assessment (Black & Wiliam, 1998; Orsmond, Merry, & Reiling, 2000; Sadler, 2009; Yorke, 2003).  Critically, assessment ‘as’ learning encourages self and peer appraisal as a self-regulatory act.

    With design and technology education requiring a disposition of enquiry and critique it is critically important that appraisal as a self-regulatory act is developed as a central element of practice. Recognising the impact assessment has on shaping the learning experience (Orsmond et al., 2000), the role and position of the student in assessment activities becomes increasingly important when the outcomes of learning are value laden. The goal is to lead students away from uncritical indoctrination in the technology education discipline to a space where they can conceive and imagine the subject for what it should be. This study looks at how assessment practise can be augmented to support ITTE (Initial Technology Teacher Education) students in developing a disposition appropriate to the goals of technology education.

    This study utilised the Adaptive Comparative Judgment (ACJ) method of assessment (Kimbell, 2008) as the medium for the integration of peer assessment in a Technology based ITTE programme. Students (n= 136) presented their own conception of capability through an e-portfolio and holistically assessed the work of their peers using non-explicit assessment criteria.

    This paper presents the findings from a study that implemented a student-centred approach to assessment in design and technology education. Both qualitative and quantitative methods were employed to evaluate the impact of the initiative on student behaviour, values and capability. Results present student reactions to holistic peer assessment and examine the impact that the integration of the assessment method had on student learning.

  • 7.
    Couturier, Catherine
    et al.
    KTH, Skolan för industriell teknik och management (ITM).
    Geschwind, Lars
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Organisation och ledarskap.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM).
    Interdisciplinary teaching in Swedish primary schools: teachers’ perspectives of subject-matter integration in technology and history2018Inngår i: 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, s. 288-294Konferansepaper (Fagfellevurdert)
    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. 

  • 8.
    Doyle, Andrew
    et al.
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Björk, Helena
    Haninge kommun.
    Programmering i mellanstadiets teknikämne2019Inngår i: 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, s. 14-17Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 9.
    Doyle, Andrew
    et al.
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande. Athlone Institute of Technology, Athlone, Ireland..
    Gumaelius, Lena
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Canty, Donal
    University of Limerick, Limerick, Ireland..
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Reconceptualising PCK research in D&T education:proposing a methodological framework to investigateenacted practice2018Inngår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 10.
    Gumaelius, Lena
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Svärdh, Joakim
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Teachers’ views regarding assessment in technology education2013Inngår i: Technology Education for the Future: A Play on Sustainability / [ed] P John Williams, Waikato: University of Waikato , 2013, s. 196-205Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Numerous studies have demonstrated that there is a lack of certified technology teachers in Swedish schools.

    In this study we explore possible differences between teachers with and without subject-specific education in technology didactics. The research question highlights to what extent teachers with subject-specific training (1) are using steering documents and (2) assessing students differently compared to teachers without academic subject-specific training. The collected data consists of a survey within a large teacher-training project ‘Tekniklyftet’, a technology initiative in which 28 schools in the Stockholm area have signed up for an ambitious technology education development program in their school.

    The results show that teachers with subject-specific training perceive themselves as more secure in their professional (technology) teacher role and express greater confidence in how to assess pupils in the subject of technology and also in how to use steering documents compared to non-subject specific trained teachers. 

  • 11.
    Gumaelius, Lena
    et al.
    KTH, Skolan för industriell teknik och management (ITM).
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM).
    Svärdh, Joakim
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap.
    Skogh, Inga-Britt
    KTH, Skolan för industriell teknik och management (ITM). Filosofi och historia, KTH, Skolan för arkitektur och samhällsbyggnad (ABE), Filosofi och teknikhistoria, Filosofi.
    Buckley, Jeffrey
    KTH, Skolan för industriell teknik och management (ITM).
    Outcome analyses of educational interventions: a case study of the Swedish “Boost of Technology” intervention2018Inngår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, nr 4, s. 739-758Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In Sweden, there have been multiple large scale interventions to support compulsory school teachers generally and within specific subjects. Due to the costs associated with such interventions it is critical that interim evaluation measures exist which can indicate potential success. Additionally, evaluation measures which can measure the actual impact of interventions relative to their intended aim are also needed as validation tools. The Swedish regional 'Tekniklyftet' or 'Boost of Technology' project which ran from 2011 to 2013 is presented here as a case study exploring evaluation measures for educational interventions in technology education. Three different evaluation approaches were used as measures of the intended outcomes of the intervention. These included (1) analysing the preconditions which exist in schools for teachers of Technology, (2) analysing the use of local long term technology education planning documents (school work plans) developed during the intervention, and (3) analysing the potential change over time in student performance in Technology based on national grades at the end of compulsory school. The findings gained from each approach indicate that the Boost of Technology project was a success. However, there were shortcomings associated with each approach. They are therefore discussed in the Swedish context with the intention to support future international stakeholders in the evaluation of interventions aspiring to develop technology education.

  • 12.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Assidere Necesse Est: Necessities and complexities regarding teachers’ assessment practices in technology education2015Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis focuses on teachers’ assessment practices in primary and lower secondary schools for technology education (Sv. Teknik). It is grounded in my prior experience as a teacher but also addresses the national and international research fields of technology education and assessment.

    The thesis is based on four papers covering different aspects of teachers’ assessment practices in technology. Its aim is to contribute to knowledge regarding how teachers use assessments in primary and lower secondary school. The thesis explores: teachers’ formal documenting practices; primary teachers’ minute-by-minute classroom assessment; teachers’ views on assessment and finally teachers’ statements and motives relating to criteria for success while assessing students’ e-portfolios.

    The choice of methods varies, depending on the focus of each sub-study, including quantitative data, collected from official governmental databases, software-generated statistical data and questionnaires as well as qualitative methods such as observations and interviews.

    Formal documents proved to be unsupportive for teachers’ assessment practices. Lack of instruction and deficiencies in design templates made these documents practically useless. The classroom study shows that the studied teachers have great ambitions for their pupils to succeed but lack collegial support concerning their assessment practices. Findings also show that teachers who are specifically trained in technology show higher self-efficacy regarding their assessment practices. Based on the results from the teachers' assessments of e-portfolios, it is concluded that there is consensus among the teachers to focus on the whole rather than on particular details in student’s work. The overall results strengthen the importance of designing activities and that students should be taught and not left to unreflective doing in technology.

    Teachers’ assessment practices are complex. This thesis shows that teachers work with assessment in different ways. It is also shown that the educational environment is not supportive enough. Assessment is a necessity in the endeavour of bridging teaching and learning in technology, thus affordance for teachers’ assessment practices must be increased. 

  • 13.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM).
    Assuring a future for design and technology by embedding classroom formative assessment: International keynote2018Inngår i: 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 , 2018Konferansepaper (Fagfellevurdert)
    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.

  • 14.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Bridging teaching and learning in technology education2016Inngår i: Creating contexts for learning in technology education / [ed] Howard Middleton, Adelaide, Australia, 2016, s. 95-102Konferansepaper (Fagfellevurdert)
  • 15.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Changing education in action in Sweden: The cared-for teacher2015Inngår i: Flip the System: Changing Education from the Ground Up, Taylor & Francis, 2015, s. 241-246Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 16.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM). KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap.
    Comparative judgment: How it can be used to enhance teachers' formative assessment skills and students' learning2019Inngår i: Education Canada Magazine / EdCan Network, ISSN 0013-1253, Vol. 59, nr 1, s. 18-21Artikkel i tidsskrift (Annet vitenskapelig)
    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

  • 17.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Dual coding in STEM subjects2019Inngår i: Dual coding with teachers / [ed] Oliver Caviglioli, Woodbridge, UK: John Catt Educational Limited , 2019, s. 184-185Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 18.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Embedding formative assessment in practical work: Encouraging discussion and peer support2017Inngår i: Education in Chemistry, ISSN 0013-1350Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 19.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    En kort redogörelse om utprövning av programmet e-scape för skapande av bedömningsunderlag i ämnet teknik med tillägg av parvisa jämförelser: Rapport till Statens skolverk2012Rapport (Annet vitenskapelig)
  • 20.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    En kort redogörelse om utprövning av programmet e-scape för skapande av bedömningsunderlag i ämnet teknik. Rapport till Statens Skolverk2012Rapport (Annet vitenskapelig)
    Abstract [sv]

    Redogörelse av utvärderingsuppdrag från Statens skolverk ang utprovnng av digitala bedömnignsportföljer.

  • 21.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Exploring the (un-)usefulness of formative assessment documents in primary technology2014Inngår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 24, nr 2, s. 141-161Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Every student in the Swedish compulsory school system is entitled to information regarding their progress in all school subjects given. In 2008, a mandatory assessment tool, called the individual development plan (IDP) with written assessment, was introduced by the Government. The statutory purpose was to provide teachers with a formative assessment tool to be used mandatory in the follow-up of student’s progress all thru mandatory compulsory school (year 1–9). This study explores the use of the IDP documents in technology education. Authentic documents from different municipalities, different schools and different school years have been studied. In this article findings regarding formal assessment documents and teacher’s formal assessment practice in primary (year 1–6) technology education are presented.

  • 22.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM).
    Förord till den andra svenska upplagan av Att följa lärande. Formativ bedömning i praktiken.2019Inngår i: Att följa lärande: Formativ bedömning / [ed] Dylan Wiliam, Lund: Studentlitteratur AB, 2019, 2:1, s. 13-15Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 23.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    GPS-Performance in Technology Education2010Inngår i: Knowledge in Technology Education: Volume One / [ed] Howard Middleton, Griffith Institute for Educational Research 2012 , 2010, s. 171-177Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In my research I am interested in identifying and describing the process that now takes place, around evaluations, follow ups and assessment in educational practice in Sweden from a teacher´s perspective. Article 28 of the UN Convention of the Rights of the Child, specifies that, each and every child is entitled to education. In Sweden, each school can decide on how, when, and by whom, the pupil will get tutored in a subject. However, every pupil is expected and entitled to reach, at the very minimum, the level of knowledge stipulated in the goals to attain in grade 5 and grade 9, in the national curriculum. Despite this several reports have highlighted the alarming situation of neglect of the follow-up of the pupils’ knowledge development as well as the school´s neglect of Technology education. This raises many questions about underlying factors. This paper provides a description of the process of assessment in Technology education with the focus on teachers’ views on the possibilities for follow-up, and assessment.

  • 24.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    GPS-Performance in Technology Education Part II2012Inngår i: Explorations of best practice in Technology, Design & Engineering Education: Volume One / [ed] Howard Middleton, Griffith Institute for Educational Research , 2012, s. 141-148Konferansepaper (Fagfellevurdert)
    Abstract [en]

    There are strongconnections between assessment and learning. Assessment can have many purposes.One purpose is when the teacher acquires information in order to adjust theirteaching to better meet the pupils’ needs for future progress on their learningjourney. This paper provides findings from a qualitativestudy that explore and describe the process of assessment in Technologyeducation in the Swedish compulsory school. How do teachers follow up their pupils'progress? What equipment/assessment tools do they use, in order to 'locate'their pupils and move them forward on their learning journey? The results arebased on classroom observations and the teachers' written assessmentdocumentation.

  • 25.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Hur sätter man betyg i teknik?2011Inngår i: Teknikutbildning för framtiden: perspektiv på teknikundervisning i grundskola och gymnasium / [ed] Hansson, Nordlander, Skogh, Stockholm: Liber, 2011, 1, s. 75-87Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Hur betyg och bedömning i teknik bör utformas för att främja undervisningens syfte

  • 26.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Looking for a glimpse in the eye: A descriptive study of teachers’ work with assessment in technology education2013Inngår i: Technology teachers as researchers:: Philosophical and Empirical Technology Education Studies in the Swedish TUFF Research School / [ed] Inga-Britt Skogh & Marc J De Vries, Sense Publishers, 2013, 1, s. 255-283Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    In order to position yourself with a Global Positioning System (GPS) device, you need (1) to have a GPS device with (2) accurate software, (3) the knowledge to use and interpret it, and last but not least (4) information from at least three different satellites in order to determine a position. Depending on the model and the coverage in the area, you can get different accuracy levels. Being a technology teacher myself, I can see many similarities between the traveller’s need for milestones along the road and the teachers’ need for several clear benchmarks to support the assessment work that supports the student’s progress. The importance of navigating at sea is familiar to me, after years of sailing on our family boat. Teaching could, in my experience, be seen in many respects as a similar activity, which put demands on all the participants. Neither teaching nor sailing is an easy, laid-back activity.

    To ‘navigate’ students towards the goals of the curriculum, while making sure to keep every student ‘on-board’, is a challenge worthy of a world sailor. Despite thorough planning, you still need to make frequent check-ups, since you know neither exactly what will happen during the journey in advance nor which way to take to reach the wanted destination. This, I find, is part of the excitement/allure with travel, both as a sailor and teacher. In this study teachers’ day-to-day work with assessment to support the student’s progress is highlighted from the perspective of technology education. How does a technology teacher gather information in order to position her/his students before deciding on what step to take next?

    Assessment and evaluation of student performance and progress in school is an ongoing process and far from consisting of only grades and test scores. Teachers make assessments/assess their students all the time with the intention of moving their students forward on their learning journey (Kimbell, 2007). They ask questions and they look for signs of response (‘a glimpse in the eye’) in the faces of their students. This subtle evaluation and appraisal work, which takes place every day in every classroom, is the focus of this article.

  • 27.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE). KTH, Skolan för industriell teknik och management (ITM).
    Safety in DTE and crafts education in Sweden2019Inngår i: Technology and Engineering Teacher, Vol. 78, nr 4, s. 12-15Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 28.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap.
    STEM and assessment: A Swedish perspective2016Inngår i: Education Technology Solutions, ISSN 1835-209X, Vol. 72, nr jun/jul, s. 58-62Artikkel i tidsskrift (Fagfellevurdert)
  • 29.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Tankar kring begreppet bedömning2015Annet (Annet (populærvitenskap, debatt, mm))
  • 30.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE). KTH, Skolan för industriell teknik och management (ITM).
    Teachers' assessment practices2019Inngår i: Explorations in Technology Education Research. Contemporary Issues in Technology Education / [ed] P John Williams & David Barlex, Singapore: Springer, 2019, 1, s. 109-121Kapittel i bok, del av antologi (Fagfellevurdert)
  • 31.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Teachers’ self-efficacy in assessment in technology education2017Inngår i: Springer International Handbooks of Education Handbook of Technology Education / [ed] Marc J de Vries, Cham, Switzerland: Springer, 2017, 1, s. 785-800Kapittel i bok, del av antologi (Fagfellevurdert)
  • 32.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    The cared for teacher2015Inngår i: Flip the system: Changing education from the ground up / [ed] Jelmer Evers & René Kneyber, London New York: Routledge, 2015, 1, s. 241-246Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 33.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    The Inefficient Loneliness: A Descriptive Study about the Complexity of Assessment for Learning in Primary Technology Education2012Licentiatavhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis provides findings from a qualitative study that explores the assessment process undertaken by teachers in Swedish primary technology education. The thesis aims to contribute to a deeper understanding of how teachers assess in technology education. In this study assessment with the purpose of acquiring information in order to adjust the teaching to the pupils’ needs for future progress is explored in particular. Teachers’ work with assessment is explored in two teacher-focused sub-studies. Sub-study 1 focuses on the long-cycle formative assessment and on the formal documentation of pupils’ attainment, the so-called IDP with written assessment. Sub-study 2 explores the short cycle of formative assessment and highlights two teachers’ classroom assessments practice. The results presented are built upon authentic samples of assessment documents (IDPs), classroom observations and teacher interviews.

    The study shows that the teachers are alone in the planning, executing and follow-up of technology education. Support is both asked for and needed.

  • 34.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE). KTH, Skolan för industriell teknik och management (ITM).
    Två förslag för att stimulera diskussioner och lärande i teknik2018Inngår i: Nyhetsbrev Tekniken i skolan, Vol. 24, nr 2, s. 4-4Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 35.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Vad använder egentligen ungarna telefonen till? Ringa?2017Inngår i: Tekniken i skolan, nr 3, s. 4-5Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 36.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Ändra utbildningen medan den pågår2017Inngår i: Flip the system: Förändra skolan från grunden / [ed] Jelmer Evers, René Kneyber, Per Kornhall, Lund: Studentlitteratur AB, 2017, 1, s. 195-203Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 37.
    Hartell, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Ahlkvist, Johan
    Haninge kommun.
    En kortfattad beskrivning om hur en skola i Haninge kommun har arbetat med att implementera formativ bedömning hållbart i verksamheten2014Inngår i: / [ed] IFOUS, 2014, s. 1-3Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Målet med utvecklingsarbetet är att bidra till att varje elev ska få utvecklas utefter sina förutsättningar såväl socialt som kunskapsmässigt. En lärare som inte bedömer vet inte om hon genom sin undervisning hindrar eller hjälper eleven framåt, därför är det viktigt att läraren (o elev o ledning) följer upp hur det går. Uppföljning kan man göra i olika syfte och på olika sätt. Ambitionen är att de belägg ska lockas fram ska omsättas i verksamheten till att anpassa det som sker i klassrummet till att möta elevernas behov. Syftet, med interventionen är att bidra till detta genom att implementera formativ bedömning hållbart över tid. Rektor och lärare översköljs med olika koncept, metoder, idéer mm där snabba lösningar ofta utlovas. Det kan det ibland vara svårt att orientera sig bland alla erbjudanden och att stå emot.  Utifrån Dylan Wiliams bevingade ord ”..if you are serious about raising student achievement then you have to be focusing on AfL [Assessment for Learning], and if you are not focusing on AfL you are probably not serious about raising student achievement.” (Wiliam, 2009, p. 34) Valde vi att försöka oss på att implementera formativ bedömning i undervisningen. Problemet är dock att begreppet ”formativ bedömning” är oerhört populärt för tillfället, så populärt att det är på gränsen till att vara både urvattnat och uttjatat. Den rapporterade framgång kring formativ bedömning som tar plats i klassrummet, där lärare och elever tillsammans deltar aktivt i lärandeprocessen har tidigare visat sig vara svår att få snurr i klassrummet och så även hos oss. Vi ska här berätta lite om hur Tungelsta skola har arbetat för att systematiskt öka graden av bedömning som bryggan mellan utlärt och inlärt.

  • 38.
    Hartell, Eva
    et al.
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Buckley, Jeffrey
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Gumaelius, Lena
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Doyle, Andrew
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Seery, Niall
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Arbeta med komparativ bedömning2018Inngår i: Skola och samhälle, E-ISSN 2001-6727Artikkel i tidsskrift (Annet vitenskapelig)
  • 39.
    Hartell, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE).
    Canty, Donal
    University of Limerick.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE).
    Doyle, Andrew
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Buckley, Jeffrey
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Bedömningsexempel och sambedömning med hög reliabilitet (Worked Examples and Collaborative Assessment with High Reliability)2017Konferansepaper (Annet vitenskapelig)
  • 40.
    Hartell, Eva
    et al.
    KTH, Skolan för industriell teknik och management (ITM).
    Doyle, Andrew
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Gumaelius, Lena
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Teachers’ attitudes towards teaching programming in Swedish Technology education.2019Inngår i: 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, s. 195-202Konferansepaper (Fagfellevurdert)
    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.

  • 41.
    Hartell, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Gumaelius, Lena
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Svärdh, Joakim
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Investigating technology teachers’ self-efficacy on assessment2015Inngår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 25, nr 3, s. 321-337Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study explores possible differences in the views on assessment between two groups of teachers teaching technology in compulsory school: 1) teachers with subject-specific teacher training in technology education; and 2) teachers without such training. This topic is of particular interest because of the recent changes in the regulations that govern compulsory schools in Sweden, such that only certified teachers now will be permitted to teach and assign grades, despite the clear lack of certified teachers in technology education. The study is situated in two fields of interest—technology education and assessment. Both topics are highly relevant, especially in combination, because previous research on teachers’ assessment practices in technology is rare. In this study, the goal is to contribute to deepening the understanding of how subject-specific teacher training affects teachers’ ability to assess students’ knowledge while maintaining alignment with stated regulations. The results show significant difference between these two groups’ use of curriculum documents as the basis of their teaching and their self-efficacy in assessing student’s knowledge in technology. The results suggest interesting possibilities for curriculum alignment and indicate that the opportunities for student learning increase according to whether teachers are specifically trained in the subject. 

  • 42.
    Hartell, Eva
    et al.
    KTH, Skolan för industriell teknik och management (ITM).
    Hjelm, SaraKornhall, Per
    Nyckeltexter i utbildningsvetenskap: Skolforskares originaltexter i översättning2018Collection/Antologi (Annet vitenskapelig)
    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? 

  • 43.
    Hartell, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik. lärande.
    Holmberg, Susanne
    Haninge kommun.
    Åkesson, Jonas
    Haninge kommun.
    Att leda ledare framåt och inte till leda2015Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 44.
    Hartell, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE). KTH, Skolan för industriell teknik och management (ITM).
    Isaksson Persson, Helena
    KTH, Skolan för industriell teknik och management (ITM).
    Bartholomew, Scott
    Purdue University .
    Strimel, Greg
    Purdue University.
    Investigating the Potential for RGT and ACJ towards deeper insights of Teacher Assessment Practices2018Inngår i: 2018 PATT36 International Conference: Research and Practice in Technology Education: Perspectives on Human Capacity and Development / [ed] Niall Seery, Jeffrey Buckley, Donal Canty and Joe Phelan, Athlone, Ireland: Technology Education Research Group , 2018, s. 371-377Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The evolution of advanced technology systems and the labour market for future engineers and designers are a global matter. In light of this reasoning, a global perspective on technology education becomes even more important. Assessment is key in order to bridge teaching and learning and an international perspective is needed for understanding different assessment practices in technology education. The purpose of this paper is to investigate potential methods of gaining new perspectives and understanding of teacher assessment practices. Adaptive comparative judgement (ACJ) is an assessment method that has been proven to provide valid, reliable, and feasible results for the assessment of open-ended design problems within technology/engineering education in several countries (Hartell & Skogh, 2015; Kimbell, 2012; Power & Seery, 2012; Seery, Canty, & Phelan, 2011; Bartholomew, 2016). ACJ has also been used as an approach to compare teachers’ assessment practices across countries (see e.g. Bartholomew et al, 2017). Reparatory grid theory (RGT) is a method based on George Kelly’s theory of personal constructs (Kelly, 1963). RGT is used to explore informants’ interpretations and views, on certain topics, for example products or other artefacts (Isaksson Persson, 2015), and teachers’ assessments of portfolios in crafts/sloyd and technology education (Björklund, 2008; Lindström, 2001). The results of ACJ for assessment can be represented in a quantitative manner (Pollitt, 2012) and can be complimented with qualitative measures of think aloud protocols and or comments from informants during the judgement sessions (see e.g. Hartell & Skogh, 2015).

    This paper will explore the potential for, and implications of, combining RGT and ACJ outputs a richer understanding of teachers’ assessment values when assessing open-ended students design portfolios and products by deploying RGT on think-aloud protocols and comments provided by judges during ACJ.

  • 45.
    Hartell, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Norström, Per
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    What is it called and how does it work?: Investigating classroom assessment through teachers' tests in elementrary technology education.2015Inngår i: Assessment and Social Justice: The 16th Annual AEA- Europe Conference, Glasgow, 2015, s. 87-88Konferansepaper (Fagfellevurdert)
  • 46.
    Hartell, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Skogh, Inga-Britt
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Criteria for Success: A study of primary teachers' assessment of e-portfolios2015Inngår i: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Transparency regarding criteria for success in assessment processes is challenging for most teachers. The context of this study is primary school technology education. With the purpose to establish what criteria for success teachers put forward during the act of assessment, think-aloud protocols were collected from five primary teachers during an assessment act. Results are based on content analysis of think-aloud protocols and quantitative measures of reliability in order to ascertain teachers’ motives for decision-making when assessing Year 5 pupils’ multimodal e-portfolios.

    Findings show consensus among these teachers, focusing on the execution of the task in relation to the whole, rather than to particular pieces of student work. The results confirm the importance of task design, where active learning in combination with active tutoring is an integral part, including provision of time and space for pupils to finish their work.

  • 47.
    Hartell, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Skogh, Inga-Britt
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Criteria for Success Emphasized by Primary Technology Teachers2014Inngår i: Technology Education: Learning for life. Volume One / [ed] Howard Middleton, Sydney Australia: Griffith University , 2014, s. 113-122Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Teachers work with assessment in various ways with the intention of moving their pupils forward. However, moving pupils forward is not always beneficial for learning, as the direction of forward matters too, as well as knowing when arrived. Especially when the purpose of assessment is to move the learners forward towards learning intentions aligned to the curriculum, it gets complicated. When handled with care, feedback has been identified as a key strategy for learning. However, the results of feedback are difficult to foresee. Criteria for success play an important role for feedback, as every pupil benefit of transparency regarding learning intentions and criteria for success. This paper presents findings from an on-going study, on what criteria for success primary school teachers express during an assessment act. The context of our study is primary school technology education in Sweden, and the objects of study are think-aloud protocols collected from five teachers while assessing 22 pupils’ multimodal e-portfolios. 

  • 48.
    Hartell, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap.
    Strimel, Greg
    Purdue University.
    What is it called and how does it work: examining content validity and item design of teacher-made tests2018Inngår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, s. 1-22Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 49.
    Hartell, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Strimel, Greg
    Purdue University.
    Bartholomew, Scott
    Purdue University .
    Comparing teacher assessment practices of an engineering design challenge across countries2017Inngår i: Assessment cultures in a globalised world, Prague, Czech Republic: Association for Educational Assessment- Europe , 2017Konferansepaper (Fagfellevurdert)
  • 50.
    Hartell, Eva
    et al.
    KTH, Skolan för industriell teknik och management (ITM).
    Strimel, Greg
    Purdue University.
    Bartholomew, Scott
    Purdue University .
    Yoshikawa, Emily
    Purdue University.
    Adaptive Comparative Judgement In Open-ended Design Scenarios2018Inngår i: The 44th International Association for Educational Assessment (IAEA) Annual Conference: Assessment & Big Data, Oxford: Oxford University Press, 2018Konferansepaper (Fagfellevurdert)
    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.

12 1 - 50 of 54
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf