Vurdering for læring i norskfaget: Om lærerens skriftlige tilbakemeldinger på skriftlige tekster
DOI:
https://doi.org/10.5617/adno.4078Keywords:
Vurdering for læring, vurdering av læring, skriftlig norsk, lærers tilbakemelding, formativ vurdering, skriveopplæringAbstract
Vurdering for læring (VfL) er et stadig voksende forskningsfelt, og det har hatt betydelig innflytelse på norsk utdanningspolitikk gjennom både lovendringer og større satsinger der det er investert mye i undervisningsressurser, etterutdanning av lærere og lokalt forankrete utviklingsprosjekter. Det er imidlertid lite forskning på hvordan denne satsingen manifesterer seg i praksis, og spesielt med hensyn til VfL i norskfaget. I denne artikkelen presenteres resultater av en undersøkelse av seks norsklæreres skriftlige tilbakemeldinger til egne elever på 171 skriftlige heldagsprøver i norsk, gitt tilbake til elevene med cirka ni uker igjen av skoleåret. Tilbakemeldingene er kvalitativt analysert og kategorisert i en eksplorerende studie. Funnene indikerer at lærerne langt på vei gir elevene tilbakemeldinger som er i tråd med anbefalingene fra sentral VfL-forskning om hva som kjennetegner formative tilbakemeldinger, men at det samtidig er betydelig variasjon.
Nøkkelord: vrdering for læring, vurdering av læring, skriftlig norsk, lærers tilbakemelding, formativ vurdering, skriveopplæring
Abstract
Assessment for learning (AfL), known from extensive international research has made a considerable impact on Norwegian educational policy, including changes in assessment regulations. This has been accompanied by excessive amount of resources invested in training teachers, schools staff, development of materials, and alike. However, there is little research investigating to what extent and in what ways these efforts have manifested themselves in Norwegian language arts. This article reports on teachers’ written response to students’ assignments in a high-stakes writing test shortly before an important national exam and at the end of their upper-secondary education. Six teachers from two schools and their six classes in general studies participated, and teachers’ comments on student texts (N = 171) were analyzed. Analyses were conducted qualitatively through categorization in an explorative study. Findings show that, with the exception of one, teachers to a fairly high degree give feedback in line with the recommendations from research on AfL and cover both language and content. However, there were differences observed in all aspects of feedback among individual teachers.
Keywords: assessment for learning, assessment of learning, Norwegian language arts, teacher’s written feedback, formative assessment, writing instruction
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