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BETA
Vogt, Bettina
Publications (10 of 17) Show all publications
Vogt, B. (2020). Assessment for learning what? Formative assessment as curriculum event in a performance-oriented curricular context. In: : . Paper presented at NERA conference, 3-6 March, Turku, Finland.
Open this publication in new window or tab >>Assessment for learning what? Formative assessment as curriculum event in a performance-oriented curricular context
2020 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-92786 (URN)
Conference
NERA conference, 3-6 March, Turku, Finland
Available from: 2020-03-08 Created: 2020-03-08 Last updated: 2020-03-20Bibliographically approved
Wahlström, N., Alvunger, D., Schmidt, C., Sundberg, D. & Vogt, B. (2019). Coding scheme for analysing classroom discourse and conceptualisations of knowledge. In: Wahlström, Ninni (Ed.), Classroom research: Methodology, categories and coding (pp. 39-43). Växjö: Linnaeus University Press
Open this publication in new window or tab >>Coding scheme for analysing classroom discourse and conceptualisations of knowledge
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2019 (English)In: Classroom research: Methodology, categories and coding / [ed] Wahlström, Ninni, Växjö: Linnaeus University Press, 2019, , p. 44p. 39-43Chapter in book (Other academic)
Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2019. p. 44
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-89729 (URN)978-91-89081-04-8 (ISBN)
Projects
Att utforska de svårfångade olikheterna – likvärdighet och kunskapssegregation i undervisningsprocesser
Funder
Swedish Research Council
Available from: 2019-10-18 Created: 2019-10-18 Last updated: 2019-10-18Bibliographically approved
Wahlström, N., Vogt, B. & Adolfsson, C.-H. (2019). How to express knowledge: Knowledge concepts for measurement in Swedish curriculum. In: NERA 2019 Education in a Globalized World, 6-8 March 2019, Uppsala, Sweden: Abstract Book 2019-03-06. Paper presented at Nordic Education Research Conference, Uppsala, March 6-8..
Open this publication in new window or tab >>How to express knowledge: Knowledge concepts for measurement in Swedish curriculum
2019 (English)In: NERA 2019 Education in a Globalized World, 6-8 March 2019, Uppsala, Sweden: Abstract Book 2019-03-06, 2019Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In Sweden, a knowledge debate was initiated in the early 1990s through the official report School for Bildung (SOU 1992:94). The purpose of the report was two-fold: to widen the concept of knowledge from a one-sided cognitive meaning and to offer ‘new’ concepts of knowledge adapted to a performance model (Bernstein 2000) of school curriculum. Since this debate, school reforms, including new grading systems, have been continuous but the knowledge base in curriculum has remained the same. In Sweden, there is currently a major debate on the status of "facts" in the school's knowledge concept. One line of argument claims that the students do not get the opportunity to learn enough factual knowledge. Instead, the abilities have been dominating. However, factual knowledge is embedded in the abilities, because without factual knowledge the abilities become empty, the other argument goes. This debate, as well as a debate of the failure of the current “knowledge requirements” in curriculum to provide tools for equivalent grading, has led to an initiative from the Swedish National Agency for Education (NAE). The NAE has initiated a curriculum reform aiming at strengthen the clarity and equivalence in the content as well as in the knowledge requirements in the syllabi.

Aim

The purpose of this paper is to reintroduce a theoretically based dialogue on the relevance of current knowledge concepts in curricula in general, and the expressions of knowledge progression in particular. In this explorative study, we investigate the following research questions: How can factual knowledge be emphasized without being instrumental? How can the school's overarching goals and values be reflected in the syllabi? With what knowledge expressions can an equivalent assessment be promoted?

Theoretical framework and method

In the theoretical framework, we draw on Bernstein’s (2000) two pedagogical models, as well as his understanding of horizontal and vertical to place the Swedish curricula Lgr 11 and Lgy 11 in a broader typology. Following Deng & Luke (2008), we specifically discuss the knowledge concepts in the syllabi of civics for compulsory school and upper secondary school. To discuss the knowledge expressions in the knowledge requirements in terms of increased clarity and equivalence, we distinguish between knowledge in relation to content and achieved competences in relation to different levels of grading (Carlgren et al. 2009). In the result section, we present a revised version of syllabi in civics for Year 6 and 9 in compulsory school and Year 1 in upper secondary school.

Expected conclusions

We suggest that achieved competences need to be related to content in the knowledge requirements for increased clarity of what different forms of knowing that should be achieved.  Moreover, we introduce alternative terms for how different levels of competences could be expressed in the grading system to increase equivalence.

Keywords
curriculum making, social studies, typology, competences
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-87037 (URN)
Conference
Nordic Education Research Conference, Uppsala, March 6-8.
Available from: 2019-07-30 Created: 2019-07-30 Last updated: 2019-10-18Bibliographically approved
Wahlström, N., Vogt, B. & Adolfsson, C.-H. (2019). Making Social Studies in Standards-Based Curricula. In: Presented at ECER 2019: . Paper presented at ECER 2019, 'Education in an Era of Risk – the Role of Educational Research for the Future', september 2-6, Hamburg, Germany..
Open this publication in new window or tab >>Making Social Studies in Standards-Based Curricula
2019 (English)In: Presented at ECER 2019, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Sweden, a knowledge debate was initiated in the early 1990s through the official report School for Bildung (SOU 1992:94). The purpose of the report was two-fold: to widen the concept of knowledge from a one-sided cognitive meaning and to offer ‘new’ concepts of knowledge adapted to a performance model (Bernstein 2000) of school curriculum. Since this official investigation in the early 1990s, a new grading system and a standards-based and subject-based model of curriculum with prescribed ‘knowledge requirements’, have been implemented, but the knowledge base in the first part of the curriculum has remained the same. Two overarching issues are addressed in this paper: i) The transnational influence on educational knowledge concepts and ii) the transnational influence on curriculum structure resulting in standards-based curriculum. Both aspects are explored in relation to the implications for the subject of social science (civics). Thus, we especially examine what education is for (Biesta 2011) in social science, as it is expressed within the Swedish framework of curriculum. The purpose of this paper is to analyse the Swedish ‘hybrid’ curriculum, composed of a content- and subject based idea on the one hand and an idea of a result-focused, ability-centered curriculum on the other hand, in relation to social science. In the study, the following research questions, focused on curriculum making, are explored: How is knowledge in civics expressed in the Swedish curricula for compulsory and upper secondary school? What are the implications of transnational influences of the concepts of standards and competences for the subject of civics? Theoretical framework and method In the theoretical framework, we draw on Bernstein’s (2000) two pedagogical models, as well as his understanding of horizontal and vertical knowledge in order to relate the Swedish curricula Lgr 11 (compulsory school) and Lgy 11 (upper secondary school) to a theoretical model of curriculum. Following Deng & Luke (2008), we explore the character of the knowledge concept in the school subject of civics. The dominating knowledge discourse is related to a typology of civics (Barr; Barth & Shermis 1977; Englund 1997; Wahlström 2014). We specifically discuss the assessment practice and its consequences for how the knowledge in the subject is understood (Adolfsson 2018, Vogt 2017). In the analysis, we illustrate the subject tradition of social sciences in Sweden, as representative for the Nordic countries, as well as the subject’s current dilemmas in a standards-based curriculum.

Keywords
Curriculum, Civics subject, Standard based curriculum, Competences, Assessment
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-89875 (URN)
Conference
ECER 2019, 'Education in an Era of Risk – the Role of Educational Research for the Future', september 2-6, Hamburg, Germany.
Available from: 2019-10-31 Created: 2019-10-31 Last updated: 2019-11-12Bibliographically approved
Vogt, B. (2019). The presence of assessment in classroom activities: Heuristic conceptualisations for classroom research. In: Ninni Wahlström (Ed.), Classroom research– Methodology, categories and coding: (pp. 31-38). Växjö/Kalmar: Linnaeus University Press
Open this publication in new window or tab >>The presence of assessment in classroom activities: Heuristic conceptualisations for classroom research
2019 (English)In: Classroom research– Methodology, categories and coding / [ed] Ninni Wahlström, Växjö/Kalmar: Linnaeus University Press, 2019, p. 31-38Chapter in book (Other academic)
Place, publisher, year, edition, pages
Växjö/Kalmar: Linnaeus University Press, 2019
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-89691 (URN)978-91-89081-04-8 (ISBN)
Projects
Att utforska de svårfångade olikheterna – likvärdighet och kunskapssegregation i undervisningsprocesser
Funder
Swedish Research Council
Available from: 2019-10-16 Created: 2019-10-16 Last updated: 2019-10-18Bibliographically approved
Vogt, B. (2018). Assessing assessment: Students’ conceptions of justice in relation to assessment in Germany and Sweden. In: Presented at CIES 2018: . Paper presented at 62nd annual conference of the Comparative and International Education Society, South-North Dialogue,25 - 29 March, Mexico City..
Open this publication in new window or tab >>Assessing assessment: Students’ conceptions of justice in relation to assessment in Germany and Sweden
2018 (English)In: Presented at CIES 2018, 2018Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-72050 (URN)
Conference
62nd annual conference of the Comparative and International Education Society, South-North Dialogue,25 - 29 March, Mexico City.
Available from: 2018-03-30 Created: 2018-03-30 Last updated: 2018-12-18Bibliographically approved
Vogt, B. (2018). Das Beurteilen der Beurteilung - Gerechtigkeitsüberzeugungen von SchülerInnen in Schweden und Deutschland zur schulischen Leistungsbeurteilung. In: : . Paper presented at 26. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft vom 18. bis 21. März 2018 – Universität Duisburg-Essen.
Open this publication in new window or tab >>Das Beurteilen der Beurteilung - Gerechtigkeitsüberzeugungen von SchülerInnen in Schweden und Deutschland zur schulischen Leistungsbeurteilung
2018 (German)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-71593 (URN)
Conference
26. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft vom 18. bis 21. März 2018 – Universität Duisburg-Essen
Note

Ej belagd 20181218

Available from: 2018-03-19 Created: 2018-03-19 Last updated: 2018-12-18Bibliographically approved
Vogt, B. (2017). Calculated justice? Swedish and German pupils´ justice conceptions regarding grading between arithmetic logic and qualitative complexity. In: : . Paper presented at Teachers Matter - But Where, When and Why?International research conference at Linnaeus University, Kalmar, 17-18 May 2017..
Open this publication in new window or tab >>Calculated justice? Swedish and German pupils´ justice conceptions regarding grading between arithmetic logic and qualitative complexity
2017 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-64273 (URN)
Conference
Teachers Matter - But Where, When and Why?International research conference at Linnaeus University, Kalmar, 17-18 May 2017.
Available from: 2017-05-23 Created: 2017-05-23 Last updated: 2017-07-25Bibliographically approved
Vogt, B., Falkenberg, K. & Waldow, F. (2017). Effizienz durch Vermarktlichung?: Zur Entwicklung und den Konsequenzen der Einführung von Bildungsmärkten am Beispiel Schwedens.. In: S. Hartong, B. Hermstein, & T. Höhne (Ed.), Ökonomisierung von Schule: Aktuelle Transformationen des schulischen Feldes in nationaler und internationaler Perspektive. Weinheim: Juventa Verlag
Open this publication in new window or tab >>Effizienz durch Vermarktlichung?: Zur Entwicklung und den Konsequenzen der Einführung von Bildungsmärkten am Beispiel Schwedens.
2017 (German)In: Ökonomisierung von Schule: Aktuelle Transformationen des schulischen Feldes in nationaler und internationaler Perspektive / [ed] S. Hartong, B. Hermstein, & T. Höhne, Weinheim: Juventa Verlag, 2017Chapter in book (Other academic)
Place, publisher, year, edition, pages
Weinheim: Juventa Verlag, 2017
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-49867 (URN)978-3-7799-3493-6 (ISBN)
Note

Ej belagd 20170726

Available from: 2016-02-22 Created: 2016-02-22 Last updated: 2017-07-26Bibliographically approved
Falkenberg, K., Vogt, B. & Waldow, F. (2017). Ständig geprüft oder kontinuierlich unterstützt? Schulische Leistungsbeurteilung in Schweden zwischen formativem Anspruch und summativer Notwendigkeit: [Constant examination or continuous support? Assessment practices in Sweden between formative aspiration and summative necessity]. Zeitschrift für Pädagogik, 63(3), 317-333
Open this publication in new window or tab >>Ständig geprüft oder kontinuierlich unterstützt? Schulische Leistungsbeurteilung in Schweden zwischen formativem Anspruch und summativer Notwendigkeit: [Constant examination or continuous support? Assessment practices in Sweden between formative aspiration and summative necessity]
2017 (German)In: Zeitschrift für Pädagogik, ISSN 0044-3247, Vol. 63, no 3, p. 317-333Article in journal (Refereed) Published
Abstract [de]

 An die Stelle punktueller Überprüfungen in Form von (Abschluss-)Prüfungen tritt im schwedischen Bildungssystem die fortlaufende schulische Leistungsbeurteilung während des Schuljahres (formative Beurteilung). Schüler_innen erhalten erst mit den Zeugniszensuren - beginnend ab Klasse 6 - eine summative Beurteilung in Form einer Note. Das Abschlusszeugnis der neunjährigen Grundschule ist relevant für den Übergang an die weiterführende Schule, das Abschlusszeugnis der weiterführenden Schule wiederum für den Hochschulzugang bzw. den Übergang in den Arbeitsmarkt. Der Beitrag beleuchtet, wie sich die formative und summative Leistungsbeurteilung in Schweden in den Regularien darstellt und kontrastiert dies mit den Beurteilungspraxen von Lehrkräften und den Beurteilungserfahrungen der Schüler_innen bezüglich der beiden Funktionen der Leistungsbeurteilung und ihrer Wechselwirkungen. Es zeigt sich, dass in der Beurteilungspraxis die formativ gedachten Rückmeldungen zum Lernstand teilweise durch die summativen Beurteilungselemente überlagert werden, wodurch sich widersprüchliche Anforderungen für die Lehrkräfte ergeben, die diese versuchen auszubalancieren. Bei den Schüler_innen scheint die kontinuierliche Rückmeldung ebenfalls andere Effekte zu haben als die primär intendierten, u. a. die Erzeugung eines Gefühls des ständigen Geprüftwerdens.

Abstract [en]

In the Swedish school system, there are no final exams at the end of lower and upper secondary school. Rather, there is continuous formative assessment during the school year. Pupils only receive summative assessments (starting with year 6) at the end of each term. School leaving certificates play a role for access to the different branches of higher secondary schooling, to higher education and to working life. The article discusses the rules and regulations of formative and summative assessment. It then juxtaposes these rules with the assessment practices of teachers on the one hand and the way in which pupils experience assessment on the other. As a result, we find that teachers´ formative assessment practices during the school year are partially superimposed by summative elements, which results in conflicting demands on teachers that they then seek to bring back into balance. Among pupils, the continuous formative feedback seems to lead to effects that differ from the intended ones, among them a feeling of constantly being in an examination situation.

Place, publisher, year, edition, pages
Beltz Juventa, 2017
Keywords
formative assessment, summative assessment, Sweden, individualisation, examination, formative Leistungsbeurteilung, summative Leistungsbeurteilung, Schweden, Individualisierung, Prüfung
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-58779 (URN)000402227400005 ()
Available from: 2016-12-08 Created: 2016-12-08 Last updated: 2020-02-06Bibliographically approved
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