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Skrivbedömning: om uppgifter, texter och bedömningsanvisningar i svenskämnets nationella prov
Örebro University, School of Humanities, Education and Social Sciences, Örebro University, Sweden.
2014 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The main purpose of this dissertation, and the four studies it includes, is to investigate some ways in which the concept of writing ability is rendered concrete in different national writing tests. The dissertation combines two theoretical approaches. Assessment theory serves as a framework for the approach to national tests. Tests are understood as a practice aiming at providing evidence for the inferences teachers need to draw about students’ writing ability, in order to make decisions that are part of school practice, such as giving grades. I examine the tests from the perspective of an anthropological theory of text that takes dialogism as its point of departure and views texts as culturally valued utterances. The analyses focus on the relations between writing task, students’ texts and assessment criteria, and how these can be both in alignment and in conflict with the claims on score meaning made by different test constructions.

In the first study, four students’ texts from the national writing test in upper secondary school are closely analyzed to show how a writing task regulates students’ scope for action in their texts as regards global inner structure and perspective on content. The second study investigates how a national writing test was carried out in two classrooms in primary school, and highlights the relations between the task, students’ texts and assessment criteria. In the third study, I argue that a pursuit of reliability in writing tests becomes misguided unless it takes as its starting point the definition of writing ability the tests are made to measure. In the fourth study I examine the writing tasks of the tests in upper secondary school from 2007–2012. The analysis brings four distinct and recurrent task types to the fore, from which a reconstruction of the target domain of writing within the school subject of Swedish is made.

Overall, the dissertation contributes to critical reflection on the understandings of writing expressed by test constructions, and points at possible further development of writing tests, given the theoretical perspective on writing that the dissertation employs.

Place, publisher, year, edition, pages
Örebro: Örebro university , 2014. , 99 p.
Series
Studier från Örebro i svenska språket, ISSN 1653-9869 ; 11
Keyword [en]
writing, assessment, national tests, dialogism, task, prompt, text, criteria, textual norms
National Category
Specific Languages
Identifiers
URN: urn:nbn:se:oru:diva-35998ISBN: 978-91-7529-042-3OAI: oai:DiVA.org:oru-35998DiVA: diva2:739483
Public defence
2014-10-03, Hörsalen, Musikhögskolan, Örebro universitet, Fakultetsgatan 1, Örebro, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2014-08-21 Created: 2014-08-21 Last updated: 2016-10-24Bibliographically approved
List of papers
1. Att skriva prov: om normer och textstruktur i gymnasieskolans skriftliga nationella prov.
Open this publication in new window or tab >>Att skriva prov: om normer och textstruktur i gymnasieskolans skriftliga nationella prov.
2010 (Swedish)In: Språk & Stil, ISSN 1101-1165, Vol. 20, 132-164 p.Article in journal (Refereed) Published
Abstract [en]

The focus of this article is the national writing tests administered in Swedish upper secondaryschools. One important role of these tests is to serve as an interpretation and concretization of thecurriculum. The aim of this article is therefore to examine the textual consequences of the testsituation. The article takes a critical stance towards the test construction. The instructions say thatwhen assessing the pupils’ writing abilities, the teacher is to judge to what extent the pupils’ textscould function in the fictitious situation and genre specified in the writing task. I argue that thepupils’ texts should be understood as actions situated in a test context. Through an analysis of linearand hierarchical global text structure in pupils’ texts, I show how the writing task regularizes whatis historically institutionalized as a good text in the test situation: namely the expository essay.

Place, publisher, year, edition, pages
Uppsala: Swedish Science Press, 2010
Keyword
skrivande, skrivbedömning, skrivförmåga, genre, textstruktur, uppsats
National Category
Humanities General Language Studies and Linguistics
Research subject
Swedish Language
Identifiers
urn:nbn:se:oru:diva-36203 (URN)
Available from: 2014-08-29 Created: 2014-08-29 Last updated: 2014-09-29Bibliographically approved
2. Tioåringar skriver nationellt prov
Open this publication in new window or tab >>Tioåringar skriver nationellt prov
2010 (Swedish)In: Texter om svenska med didaktisk inriktning, ISSN 1651-9132, Vol. 7, 25-33 p.Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Malmö: Nationella nätverket för svenska med didaktisk inriktning, 2010
Keyword
skrivprov, årskurs 3, genre, skrivuppgift, bedömningsanvisningar, text, skrivinstruktion
National Category
Languages and Literature
Research subject
Swedish Language
Identifiers
urn:nbn:se:oru:diva-36205 (URN)
Conference
Sjunde nationella konferensen i Svenska med didaktisk inriktning, 18-20 november 2009, Malmö, Sweden
Available from: 2014-08-29 Created: 2014-08-29 Last updated: 2015-01-21Bibliographically approved
3. Skrivförmåga på prov
Open this publication in new window or tab >>Skrivförmåga på prov
2012 (Swedish)In: Svensklärarföreningens årsskrift, ISSN 0349-0246, 209-224 p.Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2012
Keyword
skrivande, prov, validitet, reliabilitet, genre, kommunikativ funktion
National Category
Languages and Literature
Research subject
Swedish Language
Identifiers
urn:nbn:se:oru:diva-36206 (URN)
Available from: 2014-08-29 Created: 2014-08-29 Last updated: 2015-01-21Bibliographically approved
4. Vad räknas som belägg för skrivförmåga?: ett textkulturellt perspektiv på skrivuppgifter i den svenska gymnasieskolans nationella prov.
Open this publication in new window or tab >>Vad räknas som belägg för skrivförmåga?: ett textkulturellt perspektiv på skrivuppgifter i den svenska gymnasieskolans nationella prov.
2012 (Swedish)In: Sakprosa, ISSN 1891-5108, Vol. 6, no 1, 1-34 p.Article in journal (Refereed) Published
Abstract [en]

This article examines writing tasks in Swedish national tests from 2007-2012. My aim is to examine some ways in which writing ability are conveyed by the test. For this purpose I combine concepts such as construct and target domain from test theory, with a text theoretical/sociocultural approach to writing. Within this framework I examine which written mediations count as evidence of writing proficiency (i.e. that are given text value) in the test context. The writing tasks are analyzed through the dimensions of themes, text structures, and acts of writing. I also analyze the writer roles implied by these tasks. The analysis shows that the test construction brings four distinct and recurrent task types to the fore. Based on those results I reconstruct the target domains of the tests, and discuss the prerequisites of their validity, from the perspective of writing theories on the one hand, and of the established course objectives on the other.

Place, publisher, year, edition, pages
Oslo: Institutt for lingvistiske og nordiske studier, Universitetet i Oslo, 2012
Keyword
skrivbedömning, prov, yttrande, text, uppsats, skribentroll, validitet
National Category
General Language Studies and Linguistics
Research subject
Swedish Language
Identifiers
urn:nbn:se:oru:diva-36204 (URN)
Available from: 2014-08-29 Created: 2014-08-29 Last updated: 2014-09-29Bibliographically approved

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