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  • 1.
    Ahlbom, Håkan
    et al.
    Högskolan i Gävle.
    Bjelksäter, Ylva
    Högskolan i Gävle.
    Hartell, Eva
    Stockholms Universitet.
    Cooperative Methods for Investigating the Influence of Swedish Compulsory Technology Education2009Ingår i: Strengthening the Position of Technology Education in the Curriculum. Pupils Attitudes Towards Technology: Proceedings PATT-22 Conference / [ed] Arien Bekker, Ilja Mottier, Marc J. de Vries, Delft, 2009, s. 6-13Konferensbidrag (Refereegranskat)
    Abstract [en]

      Why is the interest for technical education decreasing? What makes other fields of education more popular? Technology was introduced as a mandatory subject in Swedish compulsory school in 1980 and got its own syllabus when the current national curriculum was introduced in 1994. Each school can decide when and how the pupils get technology education, but every pupil is expected and entitled to reach the national goals. One of the goals of the Swedish compulsory school is to develop an interest for technology as well as capability and judgment in handling technical issues. In order to find out if pupils reach the national goals in Technology three different Ph.D. projects are launched in Swedish schools. How do we actually know that pupils learn what they are entitled to? How is the Technology syllabus interpreted, in theory and practice? Does the Technology subject really develop an interest in technology, and does it inspire to further technical studies? The interpretation of the syllabus will be studied through observations. To get answers, whether the Technology subject has any impact on the interest and the choice of further studies, interviews are made among pupils and teachers in compulsory school as well as in upper secondary school. The findings of the cooperating projects will together contribute with answers about the state of the technology education in the Swedish compulsory school system, and how the subject could be developed in the future.

  • 2.
    Bartholomew, Scott
    et al.
    Purdue University .
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande. KTH, Skolan för industriell teknik och management (ITM).
    Strimel, Greg
    Purdue University.
    ACJ: A Tool for International Assessment Collaboration2017Ingår i: PATT34: Technology & Engineering Education – Fostering the Creativity of Youth Around The Globe Pupils' Attitudes Towards Technology, Philadelphia, USA, 2017Konferensbidrag (Refereegranskat)
    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.

  • 3.
    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 regions2018Ingår 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. 432-440Konferensbidrag (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    Bartholomew_et_al2018_PATT26
  • 4.
    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 judgment2020Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 30, nr 2, s. 321-347Artikel i tidskrift (Refereegranskat)
    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.

  • 5.
    Bjursten, Eva-Lena
    et al.
    Mälardalens Universitet.
    Gumaelius, Lena
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Assessment practices in Computer Programming2022Ingår i: / [ed] Kurt Seemann and P John Williams, 2022Konferensbidrag (Refereegranskat)
    Abstract [en]

    Computer programming education in schools has increased in recent years. It has been implemented in schools in different ways and contexts. Programming was embedded in the Swedish national curriculum in 2018, with a particular focus on the following compulsory subjects: mathematics, social sciences and technology. Teachers therefore face teaching completely new content within the current content domain in an already crowded curriculum. This is a major challenge, particularly in technology, due to the lack of Swedish and international research on how teachers can understand, implement and assess programming in schools. Nevertheless, collaborative assessment can lead to an increased understanding of teaching objectives and knowledge requirements. This study explored teachers’ assessment practices in programming in technology. Based on a qualitative study with semi-structured interviews (n = 14), the results show that teachers lack professional dialogues and are left alone to sort assessment out. Teachers also find it difficult to assess different levels and have low expectations. Suggestions are made for further research on which programming solutions should correspond to which assessment level.

  • 6.
    Björk, Helena
    et al.
    Haninge kommun.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM).
    Smart med telefonen på museibesök2019Ingår 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. 6-9Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 7.
    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. KTH, Skolan för industriell teknik och management (ITM).
    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 learning2017Konferensbidrag (Refereegranskat)
  • 8.
    Buckley, Jeffrey
    et al.
    Department of Technology Education, Technological University of the Shannon: Midlands Midwest, Athlone, Ireland.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Blom, Nicolaas
    School of Education, University of Limerick, Limerick, Ireland.
    Editorial: Current perspectives on the value, teaching, learning, and assessment of design in STEM education2023Ingår i: Frontiers in Education, E-ISSN 2504-284X, Vol. 8Artikel i tidskrift (Refereegranskat)
  • 9.
    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. KTH, Skolan för industriell teknik och management (ITM).
    Doyle, Andrew
    University of Limerick, Limerick, Ireland.
    Integrating Peer Assessment in Technology Education through Adaptive Comparative Judgment2017Ingår i: PATT34: Technology & Engineering Education – Fostering the Creativity of Youth Around The Globe, Philadelphia, Pennsylvania, USA, 2017Konferensbidrag (Refereegranskat)
    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.

  • 10.
    Costello, Eamon
    et al.
    Dublin City University, Ireland.
    Aral, Nilay
    Danube University Krems, Austria.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem. Haninge Municipality.
    Lennholm, Helena
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem. Haninge Municipality.
    Kirwan, Colette
    Dublin City University.
    Girme, Prajakta
    Dublin City University.
    Brown, Mark
    Dublin City University.
    Is it in the bin? Seeking authentic assessment in STEM: ATSSTEM2021Ingår i: PATT38 Book of Abstracts / [ed] PATT38 Organizing committee, Turku, Finland: PATT38 Organizing Committee, University of Turku, Finland. , 2021, s. 31-31Konferensbidrag (Refereegranskat)
    Abstract [en]

    Assessment of Transversal Skills in STEM is an Erasmus+ research project engaged with teachers and learners in schools across several European countries in helping them develop transversal skills. The project seeks to help teachers in the formative digital assessment of STEM learners’ work as they develop real-world, authentic STEM skills. But what are authentic skills? Where do real worlds exist? In this presentation, we give an overview of the project and an introduction to some tools for formative assessment in STEM. We go on to present some examples of student work in Sweden and Ireland, where students and teachers are working outdoors, drawing trees, and looking into recycling bins in sites of real-world activity. We hope to show that teaching itself is real and authentic activity and cannot be easily divorced or separated from some “real-world” of STEM.

    Ladda ner fulltext (pdf)
    AbstractCostello_etal
  • 11.
    Costello, Eamon
    et al.
    Dublin City University.
    Brown, Mark
    Dublin City University .
    Butler, Deidre
    Dublin City University.
    Girme, Prajakta
    Dublin City University.
    Kaya, Sila
    Dublin City University.
    Kirwan, Colette
    Dublin City University.
    McLoughlin, Eilish
    Dublin City University.
    O'Leary, Michael
    Dublin City University.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem. Haninge kommun.
    Lennholm, Helena
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Jonsson, Sirkka
    Haninge kommun.
    Persson, Monika
    Haninge kommun.
    Fernández-de-la-Igle, Carmen
    University of Santiago de Compostela, Spain.
    Fernández-Morante, Carmen
    University of Santiago de Compostela, Spain.
    Cebreiro-López, Beatriz
    University of Santiago de Compostela, Spain.
    Latorre-Ruiz, Enrique
    University of Santiago de Compostela, Spain.
    Viteli, Jarmo
    Tampere University, Finland.
    Peltomaa, Iida-Maria
    Tampere University, Finland.
    Paterson, Lachlan
    Tampere University, Finland.
    Assessment of Transversal Skills in STEM: From theory to practice in a large scale research project2022Ingår i: Society for Information Technology & Teacher Education International Conference, / [ed] Langran, Elizabeth, San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA , 2022, Vol. 1, s. 1026-1033Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper presents an overview of a large scale research project involving teachers and students across eight European countries and involving eleven partner organizations. The project was focused on helping equip students with key transversal skills and competencies. We used integrated STEM as a site to ground the development of these interdisciplinary ways of thinking, being and doing and digital tools as ways to help teachers deepen and enhance their formative assessment practice. We present here an outline of research conducted to develop a framework for conceptualising integrated STEM skills and their assessment via digital tools. This framework identified a number of core competencies and ways to both design and assess for these skills using digital tools. We also give an account of subsequent professional development with teachers and the piloting of developed teaching methods in schools. The next phase was the conduct of evaluations of our work according to a research methodology which aimed to identify best practices for scalable teaching. Some emergent findings and lessons learned along the way from two countries, Ireland and Sweden, are presented as examples here as we complete the analysis stage of the project. This paper aims to contribute to the conversations around interdisciplinary and integrated STEM skills, how they can be digitally assessed and to give an account of the workings of the associated large scale research project.

  • 12.
    Couturier, Catherine
    et al.
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Geschwind, Lars
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Interdisciplinary teaching in Swedish primary schools: teachers’ perspectives of subject-matter integration in technology and history2018Ingår 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. 288-294Konferensbidrag (Refereegranskat)
    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. 

    Ladda ner fulltext (pdf)
    fulltext
  • 13.
    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 teknikämne2019Ingår 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. 14-17Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 14.
    Doyle, Andrew
    et al.
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Seery, Niall
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem. Athlone Institute of Technology, Athlone, Ireland..
    Gumaelius, Lena
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Canty, Donal
    University of Limerick, Limerick, Ireland..
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Reconceptualising PCK research in D&T education:proposing a methodological framework to investigateenacted practice2018Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 15.
    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 industriell teknik och management (ITM), Lärande.
    Canty, Donal
    University of Limerick, Limerick, Ireland..
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM).
    Subject(s) matter: A grounded theory of technology teachers’ conceptions of the purpose of teaching technologyManuskript (preprint) (Övrigt vetenskapligt)
    Abstract [en]

    Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significantly more autonomy in the design and implementation of their practices than teachers of other subjects. From this, it is important to understand the role of teachers’ beliefs about technology education and subsequently, how their beliefs may influence enacted practices. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that interviewees designed and implemented, interviewees represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.

  • 16.
    Doyle, Andrew
    et al.
    School of Education, University of Waikato, Hamilton, New Zealand.
    Seery, Niall
    Technological University of the Shannon, Athlone, Ireland.
    Gumaelius, Lena
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Canty, Donal
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem. Department of Education, Municipality of Haninge, Haninge, Sweden.
    Subject(s) matter: a grounded theory of technology teachers’ conceptions of the purpose of teaching technology2023Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significant autonomy in the design and implementation of their practices. From this, it is important to understand teachers’ beliefs about technology education, as their conceptions of the subject will inform practice. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that teachers designed and implemented, teachers represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.

  • 17.
    Egelandsdal, Kjetil
    et al.
    Universitetet i Bergen, Bergen, Norway.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Comparative Judgment for Summative Assessment in Legal Education2023Ingår i: Assessment Reform Journeys. Intentsions, Enactment and Evaluation: Book of Abstracts, Malta, 2023, s. 75-Konferensbidrag (Refereegranskat)
    Abstract [en]

    The poster will present the outline of an ongoing findings from a study on the use of adaptive comparative judgment by examiners as a method for assessing, ranking, and grading student exams. The study aims to investigate if and how this method may support examiners in making better judgments when assessing student works for grading. In this study, approximately 300 essays will be assessed by 8 examiners using adaptive comparative judgment. These essays have already been assessed and graded using a traditional criteria-based approach with one examiner per 30 essays. These grades will serve as a point of reference for the study. The examiners using comparative judgment will use the same assessment criteria as in the traditional approach, but the essays will be assessed in pairs. In this pairwise comparison, the examiners chose which essay is better and justify their choice based on assessment criteria for each pair. Using learning analytics, the judgment of all essays will be ranked in terms of quality. The professors will then read through the ranking and try to identify the benchmarks for the lowest quality work for each grade. The benchmarking will be based on the professor’s assessment of quality considering the assessment criteria, not on a normal distribution. 

  • 18.
    Egelandsdal, Kjetil
    et al.
    Universitetet i Bergen, Bergen, Norway.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Comparative Judgment vs. Criteria-based Assessment in Legal Education2023Ingår i: Assessment Reform Journeys. Intentions, Enactment and Evaluation: Book of Abstracts, Malta: Association for Educational Assessment Europe , 2023, s. 74-Konferensbidrag (Refereegranskat)
    Abstract [en]

    The poster will present findings on the formative use of comparative judgment and criteria-based assessment in a course on administrative law as part of a master's program in legal education. Students used the two assessment approaches to assess the quality of administrative decisions. A student population of 300 was divided into two cohorts and given six administrative decisions of varying quality to assess. One cohort assessed the decisions using a comparative judgment approach, and the other used a criteria-based assessment. In both cases, the students assessed the legal decisions focusing on a) method, b) language, and c) content and ranked them from best to worst. Before the assessment activity, the students had practiced writing administrative decisions on their own and participated in a lecture that prepared them for the assessment activities. After the assessment activity, the students discussed the quality of the decisions they had assessed in groups with participants from both cohorts. The focus of the study was to investigate whether and how the students experienced the two assessment approaches contributed to developing their understanding of quality in administrative decisions. Data was collected through a student survey and the student ranking of the legal decisions.

  • 19.
    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 education2013Ingår i: Technology Education for the Future: A Play on Sustainability / [ed] P John Williams, Waikato: University of Waikato , 2013, s. 196-205Konferensbidrag (Refereegranskat)
    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. 

    Ladda ner fulltext (pdf)
    fulltext
  • 20.
    Gumaelius, Lena
    et al.
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Svärdh, Joakim
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Skogh, Inga-Britt
    KTH, Skolan för industriell teknik och management (ITM). KTH, Skolan för arkitektur och samhällsbyggnad (ABE), Filosofi och historia, Filosofi.
    Buckley, Jeffrey
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Outcome analyses of educational interventions: a case study of the Swedish “Boost of Technology” intervention2018Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, nr 4, s. 739-758Artikel i tidskrift (Refereegranskat)
    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.

  • 21.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Assessing: Getting feedback back on track in technology education2023Ingår i: The Bloomsbury Handbook of Technology Education / [ed] Gill, D., Irving-Bell, D., McLain, M., Wooff, D., London: Bloomsbury Academic, 2023, 1, s. 170-187Kapitel i bok, del av antologi (Refereegranskat)
  • 22.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Assidere Necesse Est: Necessities and complexities regarding teachers’ assessment practices in technology education2015Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    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. 

    Ladda ner fulltext (pdf)
    hartell2015_phdthesiskappa
  • 23.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande. Lärande.
    Assuring a future for design and technology by embedding classroom formative assessment: International keynote2018Ingår i: Proceedings of the 10th Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc): 5-8 Dec. 2018, Swinburne University of Technology, Hawthorn, Victoria, Australia.: Fostering applied design led innovation capabilities / [ed] Kurt Seeman & P John Williams, Melbourne: Design and Technology Teacher’s Association Research Conference jointly with Swinburne University of Technology , 2018, s. 46-56Konferensbidrag (Refereegranskat)
    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.

  • 24.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande. KTH, Skolan för industriell teknik och management (ITM).
    Bridging teaching and learning in technology education2016Ingår i: Creating contexts for learning in technology education / [ed] Howard Middleton, Adelaide, Australia, 2016, s. 95-102Konferensbidrag (Refereegranskat)
  • 25.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Changing education in action in Sweden: The cared-for teacher2015Ingår i: Flip the System: Changing Education from the Ground Up, Taylor & Francis, 2015, s. 241-246Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 26.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Comparative judgement2022Ingår i: Teaching Walktrus 3: Five-step guides to instructional coaching / [ed] Tom Sherrington & Oliver Caviglioli, Woodbridge, UK: John Catt Education Limited , 2022, 1, s. 78-79Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 27.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Comparative judgment as a tool for peer- and self-assessment in STEM education.2021Ingår i: STEM ED Magazine, nr 4, s. 39-42Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 28.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Comparative judgment: How it can be used to enhance teachers' formative assessment skills and students' learning2019Ingår i: Education Canada Magazine / EdCan Network, ISSN 0013-1253, Vol. 59, nr 1, s. 18-21Artikel i tidskrift (Övrigt vetenskapligt)
    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

  • 29.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Dual coding in STEM subjects2019Ingår i: Dual coding with teachers / [ed] Oliver Caviglioli, Woodbridge, UK: John Catt Educational Limited , 2019, s. 184-185Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 30.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Embedding formative assessment in practical work: Encouraging discussion and peer support2017Ingår i: Education in Chemistry, ISSN 0013-1350Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 31.
    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 (Övrigt vetenskapligt)
  • 32.
    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 (Övrigt vetenskapligt)
    Abstract [sv]

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

  • 33.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Exploring the (un-)usefulness of formative assessment documents in primary technology2014Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 24, nr 2, s. 141-161Artikel i tidskrift (Refereegranskat)
    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.

  • 34.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM).
    Förord till den andra svenska upplagan av Att följa lärande. Formativ bedömning i praktiken.2019Ingår i: Att följa lärande: Formativ bedömning / [ed] Dylan Wiliam, Lund: Studentlitteratur AB, 2019, 2:1, s. 13-15Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 35.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    GPS-Performance in Technology Education2010Ingår i: Knowledge in Technology Education: Volume One / [ed] Howard Middleton, Griffith Institute for Educational Research 2012 , 2010, s. 171-177Konferensbidrag (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    GPS-performance in Technology Education
  • 36.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    GPS-Performance in Technology Education Part II2012Ingår i: Explorations of best practice in Technology, Design & Engineering Education: Volume One / [ed] Howard Middleton, Griffith Institute for Educational Research , 2012, s. 141-148Konferensbidrag (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    GPS-Performance in Technology Education Part II
  • 37.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Hur sätter man betyg i teknik?2011Ingår i: Teknikutbildning för framtiden: perspektiv på teknikundervisning i grundskola och gymnasium / [ed] Hansson, Nordlander, Skogh, Stockholm: Liber, 2011, 1, s. 75-87Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

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

  • 38.
    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 education2013Ingår 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. 255-283Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 39.
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande, Lärande i Stem.
    Recommendations on embedding assessment for learning in the Croatian school system: Policy Report2020Rapport (Övrigt vetenskapligt)
  • 40.
    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 Sweden2019Ingår i: Technology and Engineering Teacher, ISSN 2158-0502, Vol. 78, nr 4, s. 12-15Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 41.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap. KTH, Skolan för industriell teknik och management (ITM).
    STEM and assessment: A Swedish perspective2016Ingår i: Education Technology Solutions, ISSN 1835-209X, Vol. 72, nr jun/jul, s. 58-62Artikel i tidskrift (Refereegranskat)
  • 42.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Tankar kring begreppet bedömning2015Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 43.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE). KTH, Skolan för industriell teknik och management (ITM).
    Teachers' assessment practices2019Ingår i: Explorations in Technology Education Research. Contemporary Issues in Technology Education / [ed] P John Williams & David Barlex, Singapore: Springer, 2019, 1, s. 109-121Kapitel i bok, del av antologi (Refereegranskat)
  • 44.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Teachers’ self-efficacy in assessment in technology education2017Ingår i: Handbook of Technology Education / [ed] Marc J de Vries, Cham, Switzerland: Springer, 2017, 1, s. 785-800Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Self-efficacy is the belief in one’s abilities to organize and execute the course of action required to produce results under different conditions using the skills one possesses; teachers’ self-efficacy is related to student achievement. Teachers unprepared to assess students’ capabilities will result in students lacking technology education opportunities in school. This chapter provides an overview of self-efficacy theory related to teachers’ assessment practices within technology education and emphasizes the great importance of strengthening teachers’ selfefficacy and collective efficacy regarding teachers’ assessment practices in technology education.

  • 45.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    The cared for teacher2015Ingår i: Flip the system: Changing education from the ground up / [ed] Jelmer Evers & René Kneyber, London New York: Routledge, 2015, 1, s. 241-246Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 46.
    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, sammanläggning (Övrigt vetenskapligt)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 47.
    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 teknik2018Ingår i: Tekniken i skolan, ISSN 2004-3570, Vol. 24, nr 2, s. 4-4Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 48.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Vad använder egentligen ungarna telefonen till? Ringa?2017Ingår i: Tekniken i skolan, ISSN 1104-5868, nr 3, s. 4-5Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 49.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande. KTH, Skolan för industriell teknik och management (ITM).
    Ändra utbildningen medan den pågår2017Ingår i: Flip the system: Förändra skolan från grunden / [ed] Jelmer Evers, René Kneyber, Per Kornhall, Lund: Studentlitteratur AB, 2017, 1, s. 195-203Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 50.
    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 verksamheten2014Ingår i: / [ed] IFOUS, 2014, s. 1-3Konferensbidrag (Övrigt vetenskapligt)
    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.

    Ladda ner fulltext (pdf)
    hartell_ahlkvist
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