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Vad räknas som belägg för skrivförmåga?: ett textkulturellt perspektiv på skrivuppgifter i den svenska gymnasieskolans nationella prov.
Örebro University, School of Humanities, Education and Social Sciences, Örebro University, Sweden.
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. Vol. 6, no 1, 1-34 p.
Keyword [sv]
skrivbedömning, prov, yttrande, text, uppsats, skribentroll, validitet
National Category
General Language Studies and Linguistics
Research subject
Swedish Language
URN: urn:nbn:se:oru:diva-36204OAI: diva2:741800
Available from: 2014-08-29 Created: 2014-08-29 Last updated: 2014-09-29Bibliographically approved
In thesis
1. Skrivbedömning: om uppgifter, texter och bedömningsanvisningar i svenskämnets nationella prov
Open this publication in new window or tab >>Skrivbedömning: om uppgifter, texter och bedömningsanvisningar i svenskämnets nationella prov
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.
Studier från Örebro i svenska språket, ISSN 1653-9869 ; 11
writing, assessment, national tests, dialogism, task, prompt, text, criteria, textual norms
National Category
Specific Languages
urn:nbn:se:oru:diva-35998 (URN)978-91-7529-042-3 (ISBN)
Public defence
2014-10-03, Hörsalen, Musikhögskolan, Örebro universitet, Fakultetsgatan 1, Örebro, 13:15 (Swedish)
Available from: 2014-08-21 Created: 2014-08-21 Last updated: 2016-10-24Bibliographically approved

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