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Vad betyder OK+?: En studie om lärares dokumentationsarbete i ämnet idrott och hälsa
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences. (Forskningsgruppen för pedagogik, idrott och fritidskultur)ORCID iD: 0000-0003-2085-2094
2015 (Swedish)Licentiate thesis, monograph (Other academic)
Abstract [sv]

Denna licentiatuppsats handlar om hur lärare dokumenterar elevers kunskaper i ämnet idrott och hälsa. Syftet med studien var att undersöka hur lärare arbetar med dokumentation, hur detta arbete upplevs utifrån olika förutsättningar samt om det finns skillnader i lärares erfarenheter av dokumentationsarbetet och vad dessa skillnader i så fall består i.

I dagens skola ställs allt högre krav på dokumentation av elevernas kunskaper som underlag för en rättssäker bedömning och betygsättning.  Många lärare upplever att det är ett problem i ämnet idrott och hälsa där det inte finns någon direkt tradition av skriftliga underlag för bedömning. De ökade kraven på dokumentation och att bedriva en traditionellt utformad undervisning i ämnet uppfattas av många lärare som en omöjlig ekvation.

Studiens perspektiv är läroplansteoretiskt. Begrepp som transformering och realisering av undervisningsinnehåll, ramfaktorer för undervisningen samt former av pedagogik, har använts för att analysera problematiken kring dokumentation i idrott och hälsa.

Studiens resultat visar att en stor andel av lärarna upplever dokumentation av elevers kunskaper som svårt. Det som framstår som lätt att dokumentera blir också lärarnas underlag för bedömning snarare än det som styrdokumenten stipulerar. En grupp lärare upplever dock inte alls samma problem med dokumentation, trots att de står inför samma utmaningar i form av undervisningstid, schema och elevgrupper som andra lärare. Vad som utmärker dessa lärare, de systematiska planerarna, är att deras undervisningspraktik, innefattande planering, undervisning och bedömning, i stora delar skiljer sig från övriga lärares vilket skapar andra möjligheter för dokumentation.

Abstract [en]

In several Swedish research studies about the school subject physical education and health (PEH), assessment emerges as a difficult task for teachers. Assessment and grading is largely based on observation and teachers’ gut feeling, even though a reliable assessment process requires some form of documentation.

The aim of this study is to examine how teachers in the Swedish primary and secondary schools document the students' knowledge and how this work is perceived in relation to influencing factors. The theoretical framework consists of curriculum theory with a focus on frame factors and the transformation and realization of the subject content.

In the first part of the data collection 144 PE teachers completed a survey about their perceptions of the documentation process. The second part was conducted as semi-structured interviews with ten PE teachers focusing on the teachers’ work with the documentation of students’ knowledge in PEH.

The results show that a large majority of the teachers experience the documentation of students' knowledge as difficult. The main obstacles are frame factors such as time, schedule and class numbers. The teachers, however, have a broad repertoire of documentation methods that they use. The analysis indicates that the teachers' documentation of the students’ performances is guided by what is possible to document rather than what learning objectives the curriculum stipulate. However, exceptions emerged among some of the interviewed teachers whose teaching clearly differed from the other teachers. These “systematic planners” had already decided in the planning stages of teaching what content should be assessed, how it should be made, and what kind of information that should be collected and documented. For "the systematic planners" the frame factors did not constitute a major obstacle.

The national PE curriculum has undergone significant changes over the last 20 years and the teachers have problems transforming the curriculum into daily practice. The teaching is characterized by a wide variety of content but with few lessons per activity. The collision between the realization of the subject content, and the increased demands for a legally secure assessment practice, is perceived by many teachers as an impossible equation. Having enough time to observe, assess and document all the students' knowledge of a specific subject content, delivered over two to three lessons, is problematic. However in the perspective of "the systematic planners", with perhaps six to eight lessons in the same subject matter, this does not seem to be a problem.

Place, publisher, year, edition, pages
Stockholm: Gymnastik- och idrottshögskolan, GIH , 2015. , 121 p.
Licentiatuppsats, 04:2015
Keyword [en]
assessment strategies, assessment tools, documentation, physical education, visible pedagogy
Keyword [sv]
idrott och hälsa, dokumentation, transformering, synlig pedagogik
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
URN: urn:nbn:se:gih:diva-3724OAI: diva2:785086
2015-01-27, 1506, Gymnastik- och idrottshögskolan, Lidingövägen 1, Stockholm, 13:00 (Swedish)
Forskarskolan idrott och hälsas didaktikForskningslinjen Utbildning
Available from: 2015-02-02 Created: 2015-02-02 Last updated: 2016-09-19Bibliographically approved

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