Læreres samtale om pedagogisk bruk av flerspråklige elevers prøveresultater
DOI:
https://doi.org/10.5617/adno.6282Keywords:
pedagogisk bruk av prøver, data literacy, data-driven decision making, praksisfellesskap, flerspråklige elever, akademisk vokabular/ instructional use of tests, community of practice, multilingual students, acadAbstract
Siden begynnelsen av 2000-tallet har det vært et utdanningspolitisk ønske i Norge om å kvalitetsvurdere opplæringen i skolen, og det er i den forbindelse innført obligatoriske kartleggingsprøver og nasjonale prøver. Vi vet at lærere er usikre på oppfølgingen av prøveresultatene. Som et ledd i å styrke underveisvurderingen, har Utdanningsdirektoratet lansert digitale læringsstøttende prøver med veiledninger for mellomtrinnet. En av disse prøvene, en vokabularprøve, er særlig innrettet mot den konkrete oppfølgingen av flerspråklige elever. I denne studien undersøker vi, inspirert av et kritisk case-design, hvordan åtte lærere forstått som deltakere med fullt medlemskap i et praksisfellesskap (Lave & Wenger, 1991), reflekterer over flerspråklige elevers prøveresultater. Ved å anvende Breiter og Lights (2006) begreper knyttet til læreres beslutningstaking basert på data – såkalt data-driven decision making – analyserer vi hvordan lærerne i løpet av en samtale beveger seg fra å forklare elevenes resultater på vokabularprøven til å bygge på disse forklaringene når de skal ta målrettede valg om fremtidig undervisning. Studien viser at deltakerne i løpet av samtalen utvikler felles kunnskap om flerspråklige elevers opplæringsbehov som potensielt vil kunne føre til endring i praksis. Samtidig avdekker studien at lærernes nyervervede kunnskap bare delvis er forankret i elevresultatene. Studien peker mot et behov for at skolene gir rom for strukturerte samtaler om prøveresultater hvor også flerspråklige elever blir tematisert. Siktemålet for slike samtaler må være å skape anvendbar kunnskap basert på alle elevers prøveresultater.
Nøkkelord: pedagogisk bruk av prøver, data-driven decision making, praksisfellesskap, flerspråklige elever, akademisk vokabular
Teachers in conversation about the use of second language learners' test results for instructional purposes
Abstract
Over the last two decades, the Norwegian Government has focused strongly on assessing the quality of education in schools. This focus has led to the introduction of both compulsory screening tests and national tests. Current research indicates uncertainty on the part of teachers about how to use and follow up the test results. In order to strengthen formative assessment practice and teachers’ competence in using test results to guide instruction, the Norwegian Directorate for Education and Training has introduced a series of tests in digital format, with accompanying teacher manuals, for use in grades 5-7. One of these tests, a vocabulary test, focuses particularly on supporting second language learners’ (SLLs) learning. In this study, we employ a critical case design to investigate how eight teachers, understood as full participants in a community of practice (Lave & Wenger, 1991), engage in a collective learning process around SLLs’ test results. Using Breiter and Light’s (2006) concepts related to research on teachers’ data-driven decision making, we analyze how these teachers during a conversation move from explaining SLLs test results from the vocabulary test, to making targeted decisions for future instruction. The analysis reveals that during the conversation, the participants develop shared knowledge about the academic needs of SLLs, which could potentially lead to instructional improvement. However, this knowledge is only partly grounded in the test results. The findings suggest that the schools make room for structured conversations about SLLs test results to guide future decisions. Further research should continue to investigate how teachers could improve their instruction based on test results.
Keywords: instructional use of tests, data-driven decision making, community of practice, second language learners, academic vocabulary
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