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Aspelin, J. & Jönsson, A. (2019). Relational competence in teacher education: concept analysis and report from a pilot study. Teacher Development, 23(1)
Open this publication in new window or tab >>Relational competence in teacher education: concept analysis and report from a pilot study
2019 (English)In: Teacher Development, ISSN 1366-4530, E-ISSN 1747-5120, Vol. 23, no 1Article in journal (Refereed) Published
Abstract [en]

A supportive relationship between teachers and students has been shown to have positive effects on students’ performance and social development. Preservice teachers’ relational competence is, however, an unexplored area. The purpose of this study is to contribute to educational research about relational competence in teacher education by introducing a Swedish project which focuses on interpersonal aspects. The study has three parts. In the theoretical part, a conceptualization of teachers’ relational competence using Thomas Scheff’s theory of interpersonal relationships is outlined. In the empirical (pilot) part, a methodology for prompting preservice teachers’ analyses of teacher–student relationships is described, as well as a thematic analysis of their responses. The theoretical conceptualization is then used together with the empirical data in the third part, in order to identify development needs of preservice teachers in terms of relational competence. According to the conceptualization, relational competence includes three sub-concepts: communicative, differentiation, and socio-emotional competence. From the analysis of preservice students’ texts, the article identifies development needs in relation to the three sub-concepts. The concluding discussion focuses on lessons learned from the study regarding how to promote teacher students’ relational competence.

Keywords
Teachers’ relational competence; teacher education; relational pedagogy; teacher–student relationship; Scheff
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-19114 (URN)10.1080/13664530.2019.1570323 (DOI)000469984500007 ()
Projects
LÄRK-projektet
Available from: 2019-02-28 Created: 2019-02-28 Last updated: 2019-06-24Bibliographically approved
Jönsson, A. & Balan, A. (2018). Increased explicitness of assessment criteria: effects on student motivation and performance. Frontiers in Education: Assessment, Testing and Applied Measurement, 3, Article ID 81.
Open this publication in new window or tab >>Increased explicitness of assessment criteria: effects on student motivation and performance
2018 (English)In: Frontiers in Education: Assessment, Testing and Applied Measurement, Vol. 3, article id 81Article in journal (Refereed) Published
Abstract [en]

The purpose of this study was to investigate the effects of increased explicitness ofassessment criteria on students’ performance and motivation. Successive levels ofexplicitness, from feedback based on (implicit) criteria to a combination of exemplarsand explicit criteria, were implemented in eight classes at four schools (n = 153 students,12–13 years old) during four teaching sequences in science. Data was collected on: (a)student performance through knowledge tests, (b) student motivation (self-efficacy, goalorientations, and self-regulation) through questionnaires, and (c) perceived clarity of goalsand criteria through “exit tickets.” Findings show that student performance improvedfrom pre-, to post-tests at all schools (effect sizes from 0.82 to 1.38), but not in relationto the level of explicitness. There was also an increase in self-efficacy for low-performingstudents, but, again, not in relation to explicitness. These changes are instead assumedto be an effect of the formative feedback provided as part of the intervention. The onlychange related to the level of explicitness, was an increase in self-regulation scores byhigh-performing students when having access to both exemplars and explicit criteria.Findings therefore suggest that low to medium levels of explicitness in assessment haveno discernable effects on students’ performance or motivation.

Keywords
assessment, criteria, feedback, formative assessment, transparency
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-19417 (URN)10.3389/feduc.2018.00081 (DOI)
Available from: 2019-06-13 Created: 2019-06-13 Last updated: 2019-09-05Bibliographically approved
Panadero, E., Jönsson, A. & Alqassab, M. (2018). Providing formative peer feedback: what do we know? (1ed.). In: A. Lipnevich & J. K. Smith (Ed.), The Cambridge handbook of instructional feedback: (pp. 409-431). Cambridge: Cambridge University Press
Open this publication in new window or tab >>Providing formative peer feedback: what do we know?
2018 (English)In: The Cambridge handbook of instructional feedback / [ed] A. Lipnevich & J. K. Smith, Cambridge: Cambridge University Press , 2018, 1, p. 409-431Chapter in book (Refereed)
Abstract [en]

Starting from the seminal work of Dewey, Piaget, Vygotsky, and Bruner, peers have been conceptualized as potential mediators in students’ learning and development. In recent decades, there has been an increasing interest in how students’ learning can be fostered through involving them in assessment via self- and peer assessment. Both self- and peer assessment are now well-established fields of research with the following main lines of work: (a) the reliability/validity of self- and peer assessment scores; and (b) the effects of such assessment on students’ learning, which have mostly been studied after the emergence of research on formative assessment. Two more topics that have recently received more interest are: (c) the effects of self- and peer assessment on self-regulated learning and metacognition and (d) the role of psychological and social factors in self- and peer assessment. Consequently, researchers have become interested in the type of information that students exchange in peer assessment situations, with research focused on whether the quality of such information can lead to improved learning compared to just providing a score (i.e., peer scoring). This information is known as peer feedback. There has been an increased interest in peer feedback – a trend reflected in the publication of dissertations that focus on various aspects of peer feedback. The aim of this chapter is to explore the concept of peer feedback, presenting the results of the main dissertations and discussing the key empirical themes that have been investigated.

Place, publisher, year, edition, pages
Cambridge: Cambridge University Press, 2018 Edition: 1
Keywords
Formative assessment, feedback, peer-assessment
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-19418 (URN)10.1017/9781316832134 (DOI)9781316832134 (ISBN)
Available from: 2019-06-13 Created: 2019-06-13 Last updated: 2019-09-05Bibliographically approved
Jönsson, A. & Panadero, E. (2017). The use and design of rubrics to support assessment for learning. In: David Carless, Susan M. Bridges, Cecilia Ka Yuk Chan, Rick Glofcheski (Ed.), Scaling up assessment for learning in higher education: (pp. 99-111). Singapore: Springer Singapore
Open this publication in new window or tab >>The use and design of rubrics to support assessment for learning
2017 (English)In: Scaling up assessment for learning in higher education / [ed] David Carless, Susan M. Bridges, Cecilia Ka Yuk Chan, Rick Glofcheski, Singapore: Springer Singapore , 2017, p. 99-111Chapter in book (Refereed)
Abstract [en]

Rubrics are assessment instruments designed to assist in identifying and evaluating qualitative differences in student performance. Research into scoring rubrics has shown that they can serve two purposes: (1) aid assessors in achieving higher levels of consistency when scoring performance tasks and (2) promote learning and/or improve instruction by making assessment expectations explicit and aiding the feedback process. In this chapter we summarise research on the formative use of rubrics, in order to identify how the use and design of rubrics may be optimised for the purpose of supporting student learning in an environment that often stresses independence and management of own learning. The presentation is organised around two different pathways through which rubrics may support student learning. These are through (a) facilitating the understanding and use of feedback and through (b) supporting students’ self-regulated learning. We also analyse what is known about the implementation of rubrics in higher education, with a particular focus on more sustained and widespread implementations. The implications of these findings for both practice and future research on rubrics are discussed.

Place, publisher, year, edition, pages
Singapore: Springer Singapore, 2017
Series
The enabling power of assessment, ISSN 2198-2643 ; 5
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-16951 (URN)10.1007/978-981-10-3045-1 (DOI)000410425800008 ()978-981-10-3045-1 (ISBN)978-981-10-3043-7 (ISBN)
Available from: 2017-06-22 Created: 2017-06-22 Last updated: 2017-12-07Bibliographically approved
Panadero, E., Jönsson, A. & Strijbos, J.-W. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: guidelines for classroom implementation. In: D. Laveault & L. Allal (Ed.), Assessment for learning: meeting the challenge of implementation (pp. 311-326). Cham: Springer International Publishing
Open this publication in new window or tab >>Scaffolding self-regulated learning through self-assessment and peer assessment: guidelines for classroom implementation
2016 (English)In: Assessment for learning: meeting the challenge of implementation / [ed] D. Laveault & L. Allal, Cham: Springer International Publishing , 2016, p. 311-326Chapter in book (Refereed)
Abstract [en]

Although the focus on feedback and student involvement in assessment for learning (AfL) appears to align very well with theories of self-regulated learning (SRL), and also seems to be the main reason for many researchers’ to take an interest in formative assessment, the actual relationship between AfL and SRL has been long debated. In this chapter, we therefore explore the relationship between two of the main strategies of AfL (peer and self-assessment) and SRL. These strategies of AfL are both thought to increase student involvement in assessment and have evident connections to theories of SRL through models of self-regulation and co-regulation. Special attention is given to strategies for the implementation of peer and self-assessment in the classroom. In particular, guidelines are presented on teachers’ mediating and modeling role in peer and self-assessment, as well as how to use formative-assessment instruments, such as rubrics, scripts and prompts, in order to promote student involvement in assessment. 

Place, publisher, year, edition, pages
Cham: Springer International Publishing, 2016
Series
The Enabling Power of Assessment, ISSN 2198-2643 ; 4
Keywords
Bedömning, Formativ bedömning, Självbedömning, Kamratbedömning, Självreglerat lärande
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-15751 (URN)10.1007/978-3-319-39211-0 (DOI)000388008800019 ()978-3-319-39211-0 (ISBN)978-3-319-39209-7 (ISBN)
Available from: 2016-08-18 Created: 2016-08-18 Last updated: 2017-04-28Bibliographically approved
Jönsson, A. (2016). Student performance on argumentation task in the Swedish National Assessment in science. International Journal of Science Education, 38(11), 1825-1840
Open this publication in new window or tab >>Student performance on argumentation task in the Swedish National Assessment in science
2016 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 11, p. 1825-1840Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to investigate the influence of content knowledge on students’ socio- scientific argumentation in the Swedish National Assessment in biology, chemistry and physics for 12-year-olds. In Sweden, the assessment of socio-scientific argumentation has been a major part of the National Assessment during three consecutive years and this study utilizes data on student performance to investigate (a) the relationship between tasks primarily addressing argumentation and tasks addressing primarily content knowledge as well as (b) students’ performance on argumentation tasks, which differ in relation to content, subject, aspect of argumentation and assessment criteria. Findings suggest a strong and positive relationship between content knowledge and students’ performance on argumentation tasks.The analysis also provides some hypotheses about the task difficulty of argumentation tasks that may be pursued in future investigations.

Keywords
Argumentation, assessment, scientific literacy
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-15750 (URN)10.1080/09500693.2016.1218567 (DOI)000383408800007 ()
Available from: 2016-08-18 Created: 2016-08-18 Last updated: 2017-11-28Bibliographically approved
Jönsson, A. (2016). Återkoppling: formativ återkoppling i stora studentgrupper. Högskolepedagogisk debatt (2), 60-76
Open this publication in new window or tab >>Återkoppling: formativ återkoppling i stora studentgrupper
2016 (Swedish)In: Högskolepedagogisk debatt, ISSN 2000-9216, no 2, p. 60-76Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Kristianstad: Kristianstad University Press, 2016
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-16282 (URN)
Available from: 2016-12-01 Created: 2016-12-01 Last updated: 2016-12-01Bibliographically approved
Jönsson, A., Lundahl, C. & Anders, H. (2015). Evaluating a large-scale implementation of Assessment for Learning in Sweden. Assessment in education: Principles, Policy & Practice, 22(1), 104-121
Open this publication in new window or tab >>Evaluating a large-scale implementation of Assessment for Learning in Sweden
2015 (English)In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 22, no 1, p. 104-121Article in journal (Refereed) Published
Abstract [en]

This study reports on a large-scale implementation of Assessment for Learning (AfL) in a Swedish municipality. The implementation was founded on two principles: (1) teaching should be informed by educational research; (2) to be successful teachers’ professional development needs to be based in everyday classroom practice. From these principles, AfL was chosen as a strand of educational research to inform teaching and ‘Teacher Learning Communities’ were chosen as a vehicle for professional development and for implementing AfL practices. Findings indicate that the project has been successful in bringing about a change in how teachers talk about teaching and learning and in changing teachers’ pedagogical practice towards AfL. Findings also suggest that AfL practices are mostly teacher-centred, which means that the teachers still take most of the responsibility for the assessment. This leads to high workload for the teachers and may also hinder students from taking responsibility for their learning.

National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-13189 (URN)10.1080/0969594X.2014.970612 (DOI)
Available from: 2014-11-05 Created: 2014-11-05 Last updated: 2017-12-05Bibliographically approved
Jönsson, A. (2015). Formativ bedömning för elevernas skull. In: Lena Vestin (Ed.), Bedömning som utvecklar: möjligheter och utmaningar i ett formativt förhållningssätt (pp. 6-18). Stockholm: Lärarförlaget
Open this publication in new window or tab >>Formativ bedömning för elevernas skull
2015 (Swedish)In: Bedömning som utvecklar: möjligheter och utmaningar i ett formativt förhållningssätt / [ed] Lena Vestin, Stockholm: Lärarförlaget , 2015, p. 6-18Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Lärarförlaget, 2015
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-14925 (URN)9789198176278 (ISBN)
Available from: 2015-10-12 Created: 2015-10-12 Last updated: 2015-11-04Bibliographically approved
Jönsson, A. (2015). Förord. In: Skaalvik, Einar M., Skaalvik, Sidsel (Ed.), Motivation och lärande: (pp. 6-8). Stockholm: Natur och kultur
Open this publication in new window or tab >>Förord
2015 (Swedish)In: Motivation och lärande / [ed] Skaalvik, Einar M., Skaalvik, Sidsel, Stockholm: Natur och kultur, 2015, p. 6-8Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2015
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-15016 (URN)978-91-27-14564-1 (ISBN)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2015-11-17Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3251-6082

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