«Det er et verktøy, ikke sant, for oss» - Erfaringer fra fire gjennomføringer med kartleggingsprøver i regning 2014 - 2017
DOI:
https://doi.org/10.5617/adno.6383Keywords:
Kartlegging, grunnleggende ferdigheter, regningAbstract
I 2014 ble andre generasjon av de statlige kartleggingsprøvene i regning tatt i bruk på 1.–3. trinn i småskolen i Norge. Disse prøvene skal brukes til å identi-fisere elever som kan ha behov for ekstra oppfølging, og skal i tillegg brukes til vurdering for læring med identifiserte elever. Derfor er det mange enkle oppgaver på prøven, slik at lærerne skal få mye informasjon om hva disse elevene mestrer. Kartleggingsprøvene skal normalt ha en levetid på fem år, slik at innholdet i prøvene over tid blir godt kjent for skolene og lærerne. Hva vet vi om norske elevers tallforståelse og regneferdigheter etter fire gjennomføringer, og hvordan bruker lærerne prøvene? Innsamling av elevdata etter hver gjennomføring viser at andelen elever under bekymringsgrensen ikke har sunket i perioden 2014–2017. Elever under bekymringsgrensen viser at de mestrer enkle tellestrategier og at de er i ferd med å utvikle en mental tallinje, men også at de sannsynligvis bruker enkle og kanskje ikke hensiktsmessige regnestrategier. Dybdeintervjuer med sju lærere fra fire skoler viser at de er godt forberedt og påpasselige med å gjennomføre prøvene etter de retningslinjene Utdanningsdirektoratet har fastsatt, men at de strever med å tolke og følge opp resultatene. Enkelte lærere viser også holdninger til prøvene og kartlegging som tilsynelatende ikke er produktive med tanke på effektiv undervisning. Det antas at målrettet etterutdanning og verktøy som kan hjelpe lærere med å tolke data, vil kunne bidra til en positiv endring der prøveresultater i større grad tas i bruk og at dette på sikt vil føre til at færre elever skårer under bekymringsgrensen.
Nøkkelord: kartleggingsprøver i regning, lærerholdninger, vurdering for læring, oppfølging, tallforståelse, regneferdigheter
“This is a tool, isn’t it, for us to use?”
Experiences from four implementations of the national mapping tests in numeracy in 2014–2017
Abstract
In 2014, second generation national mapping tests of numeracy were imple-mented in primary grades 1–3 in Norway. These tests should be used to identify students who might benefit from extra teaching. In addition, test outcomes should be used for assessment for learning. To provide teachers with much information about identified students’ competence, the assessment comprises many easy items. The same mapping tests are normally used for five consecutive years to allow teachers insight into what the tests measure. What do we know about students’ concepts of numbers and calculation strategies after four implementations? How do teachers use insights from the assessments? Analysis of student data collected after each implementation reveals that the number of students identified has not decreased from 2014 to 2017. Students below the cut-off score master simple counting strategies and are in the process of developing a mental number line, but most likely use simple and perhaps unproductive calculation strategies. In-depth interviews with seven teachers from four schools reveal that the teachers are well prepared to implement the assessments, taking care to follow national guidelines developed by the Directorate for Education and Training. However, they struggle to interpret and follow up test outcomes. Some of the teachers reveal beliefs about the assessments and mapping that seemingly are unproductive for effective teaching. Targeted professional development strategies and tools for teachers to enable them to interpret test data might contribute to developing practices that use test results to a larger extent and in the long term lead to fewer students scoring below the cut-off-score.
Keywords: numeracy mapping tests, teacher beliefs, assessment for learning, follow-up activities, number concept, calculation skills
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