Fører opplæring i felles vurderingskriterier til større grad av enighet? En studie av tekstvurdering som en del av spesialpedagogutdanning.
DOI:
https://doi.org/10.5617/adno.6379Keywords:
skriving, vurdering, pålitelighet, skrivedidaktikk i høyere utdanningAbstract
Hovedformålet med studien var å undersøke effekten av å gi spesialpedagogikkstudenter undervisning og trening i å bruke felles vurderingskriterier i møte med tekstvurdering. Studien tar utgangspunkt i datamaterialet fra NORM-prosjektet, der et utvalg elevtekster har blitt samlet i et digitalt korpus (Berge et al., 2017). Førti spesialpedagogikkstudenter vurderte de samme fire elevtekstene fra Normkorpuset, to før og to etter intervensjonen. Hensikten var blant annet å undersøke om studentene hadde større grad av enighet i sine vurderinger etter intervensjonen. Resultatene viste at det ikke var signifikante forskjeller i grad av enighet før og etter intervensjonen på de fleste områdene. Det kan være flere årsaker til dette. For eksempel er det mulig at intervensjonen var for kortvarig eller at skalaen som brukes for å måle de ulike vurderingsområdene var for lite nyansert for å fange opp små endringer i studentenes vurderingsferdigheter. Studiens funn understreker at det er svært vanskelig å finne pålitelige vurderingsformer for elevtekster, og øke påliteligheten blant studenter gjennom trening i vurderingsområder og skriveforventinger. Det er et klart behov for mer forskning på hvordan en kan øke pålitelighet for tekstvurdering og finne didaktiske tilnærminger for å forbedre vurderingsevner blant studenter innen pedagogiske studier.
Nøkkelord: skriving, vurdering, pålitelighet, skrivedidaktikk i høyere utdanning
Does training in a common set of assessment criteria lead to greater levels of agreement? A study of writing assessment as part of special educator preparation
Abstract
The main goal of the study was to investigate whether teaching and training in a shared set of assessment criteria results in a greater degree of consistency in the assessment of writing performance. The study was based on data collected from the study “Developing national standards for writing. A tool for teaching and learning”, also known as the “the Norm project” (Berge et al., 2017). Forty preservice special educators rated the same 4 pupil-texts before and after an intervention consisting of lectures and seminars on writing norms and formal assessment criteria. The results showed no significant differences in agreement between students’ assessments before and after the intervention. There are several possible explanations for these findings. For example, the lack of change may be due to the limited scope of the intervention or connected to characteristics of the assessment tool. The findings also illustrate the difficulty associated with conducting reliable assessments of pupils’ writing and increasing the quality of preservice educators’ assessments through training. There is a clear need for more research on how to increase the reliability of writing assessment and find better approaches to improving the assessment abilities of future educational professionals
Keywords: writing, Assessment, Reliability, Teaching Assessment in Higher Education
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