Å måle skriving som grunnleggende ferdighet
DOI:
https://doi.org/10.5617/adno.6280Abstract
Denne artikkelen undersøker utviklinga av skriveprøver i Norge (i 2005 og 2009–2017). Formålet er å drøfte utfordringer forbundet med det å måle elevers skriving som grunnleggende ferdighet gjennom skriveprøver. I undersøkelsen tar vi utgangspunkt i flere av de endringene som ble gjort fra de nasjonale prøvene i skriving i 2005 til de læringsstøttende prøvene som ble utviklet fram mot 2017. Et viktig grunnlag for undersøkelsen er tekniske rapporter som ble skrevet av de gruppene som lagde prøvene.
Å måle elevenes skriveferdigheter har vært faglig komplekst og kostbart. Artikkelen gjør rede for hvordan prøvene ble utviklet, hva som har kjennetegnet dem og hvilke endringer som har skjedd med dem i løpet av denne perioden, og belyser derved denne kompleksiteten. Vi redegjør for dilemmaer som følger med skriveprøveutvikling, men peker også på mulige løsninger for å ivareta god prøvekvalitet.
Nøkkelord: skriveprøver, skriving, skriving som grunnleggende ferdighet, validitet, reliabilitet
Measuring writing as a key competence
Abstract
This article investigates the development of national writing tests in Norway (in 2005 and 2009–2017). The purpose of the study is to present and discuss challenges associated with the assessment of writing proficiency through standardized writing tests. The article focuses on changes that were made between the first administration of national writing tests in 2005 and the subsequent administrations following a new test design in 2009. Key sources that document this change are technical reports from the test developers.
Assessing writing through national writing tests has proved to be complex, posing several challenges including numerous design choices, and has also proved to be expensive. To shed light on these complexities, this article provides information on how the tests were developed, how they can be characterized and what type of changes that were made in the period 2005–2017. The article explicates some dilemmas associated with development of writing tests, but also some viable solutions when aiming to produce high quality tests.
Keywords: writing assessment, writing, writing as a key competence, validity, reliability
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