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  • 1.
    Aspelin, Jonas
    et al.
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Jönsson, Anders
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Relational competence in teacher education: concept analysis and report from a pilot study2019In: Teacher Development, ISSN 1366-4530, E-ISSN 1747-5120, Vol. 23, no 1Article in journal (Refereed)
    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.

  • 2.
    Balan, Andreia
    et al.
    Helsingborgs kommun.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Bedömning för lärande – en vägledning utifrån aktuell forskning2014Report (Other (popular science, discussion, etc.))
  • 3. Grettve, Anna
    et al.
    Israelsson, Marie
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Att bedöma och sätta betyg: tio utmaningar i lärarens vardag2014Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Att bedöma och sätta betyg är en av lärarens viktigaste och svåraste uppgifter och i det arbetet uppstår frågor. Författarna diskuterar dessa utifrån tio konkreta utmaningar i lärarens bedömningsvardag. Exempel på detta är hur man kan samla in ett allsidigt bedömningsunderlag, ge effektiv återkoppling, använda själv- och kamratbedömning och ta ställning i frågor om digitalt dokumentationsstöd.

    Boken belyser hur samverkan mellan praktisk erfarenhet, skolans styrdokument och aktuell forskning kan stärka professionen. Ambitionen är också att visa det som inte låter sig fångas i entydiga riktlinjer från myndigheter eller i forskning. Den enskilda läraren har, trots allt, ett stort handlingsutrymme i sin yrkesutövning.

    Att bedöma och sätta betyg. Tio utmaningar i lärarens vardag riktar sig både till lärarstuderande och verksamma lärare inom grund- och gymnasieskola. Boken kan användas som diskussions- och reflektionsunderlag och i arbete med bedömning och betygssättning.

  • 4.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Att bedöma förmågan att genomföra systematiska undersökningar i kemi2011In: Pedagogisk bedömning: att dokumentera, bedöma och utveckla kunskap / [ed] Lars Lindström, Viveca Lindberg, Astrid Pettersson, Stockholm: Stockholms universitets förlag, 2011, 2, p. 217-231Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    I det här kapitlet visas ett konkret exempel på hur man kan arbeta med formativ bedömning i kemiämnet.

  • 5.
    Jönsson, Anders
    Malmö högskola.
    Att bedöma naturvetenskapligt arbetssätt2005In: Pedagogisk bedömning: att dokumentera, bedöma och utveckla kunskap / [ed] Lindström, Lars, Lindberg, Viveca, Stockholm: HLS förlag , 2005, p. 219-239Chapter in book (Other (popular science, discussion, etc.))
  • 6.
    Jönsson, Anders
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Malmö högskola.
    Att bedöma autentiska uppgifter: en rapport om utmaningar och möjligheter vid bedömning av förväntade läranderesultat i högre utbildning2012Report (Other academic)
    Abstract [sv]

    I Sverige infördes en ny utbildnings- och examensstruktur i juli 2007, då en ny högskoleförordning trädde i kraft. Denna nya struktur innebär bland annat ett resultatbaserat perspektiv på utbildningen. I enlighet med detta, förväntas svenska lärosäten upprätta kursplaner för alla sina kurser, där man med konkreta och examinerbara läranderesultat (eng. learning outcomes; se t.ex. Adams, 2004) anger vad studenterna förväntas kunna vid godkänd kurs. Motsvarande gäller för högskoleförordningen, där det anges vad studenterna förväntas kunna vid erhållen examen. Dessa förväntade läranderesultat ska dels omfatta de mål som specificeras i högskoleförordningen för den aktuella examen, dels de eventuella mål som lärosätet har specificerat för respektive examen, ämnesområde och inriktning.

    En viktig fråga i relation till ovanstående är hur man vet att de förväntade läranderesultaten verkligen realiseras. Enligt European Network for Quality Assurance in Higher Education ska överensstämmelse mellan förväntade och förverkligade läranderesultat kvalitetssäkras på flera nivåer, både internt och externt (Standards and Guidelines for Quality Assurance in the European Higher Education Area, 2009). Samtidigt karaktäriseras svensk högre utbildning av starkt decentraliserade bedömningspraktiker. Externa examinatorer är inte tillåtna och annan metodik för att åstadkomma större likvärdighet i bedömningen av examensmålen har inte utvecklats. Istället ges ett separat betyg för varje enskild kurs och ingen aggregering eller sammanvägning av kursbetyg är möjlig. Examinationsformerna utvecklas i nära samspel med undervisningen och särskilda resurser för examinationen avsätts vanligen inte (Lindberg-Sand, 2011).

    Vi har således en situation där examination av läranderesultat sker i ett ytterst decentraliserat utbildningssystem, och där det oftast faller på examinatorerna att – inom ramen för enskilda kurser – både avgöra huruvida de förväntade läranderesultaten realiseras samt uppskatta bedömningens kvalitet och relevans. Även om inte examensmålen prövas direkt, utan konkretiseras och relateras till innehållet i respektive kurs, ställer ovanstående höga krav på lärarnas bedömningar. Detta bland annat eftersom målen ofta är såväl omfattande och mångdimensionella, som bestående av komplexa kunskapsformer (t.ex. värderingsförmåga och förhållningssätt). Vidare uttrycks läranderesultaten, för att vara direkt utvärderingsbara, i termer av observerbara handlingar. Bedömning av handling (s.k. "performance assessments") ställer emellertid delvis andra krav på lärarnas bedömningspraktik än traditionella kunskapsbedömningar. Även om övergången till ett resultatbaserat läroplanssystem har som yttersta syfte att förbättra utbildningen, är det således svårt att avgöra vad förändringen kan tänkas innebära för kvaliteten på bedömningar och betygssättning. Hur kan de komplexa kunskapsformer som anges i examensmålen examineras? Vilka utmaningar står man inför? Och vilka möjligheter står till buds? Det är dessa frågor som föreliggande rapport handlar om.

  • 7.
    Jönsson, Anders
    Malmö högskola.
    Bedömning2007In: IUP, bedömning och betygsättning / [ed] Jakobsson,A., Lundström, L., Malmö högskola , 2007, p. 34-48Chapter in book (Other (popular science, discussion, etc.))
  • 8.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Malmö högskola.
    Bedömning av lärarkompetens med stöd av matriser i den verksamhetsförlagda delen av lärarutbildningen2010Conference paper (Refereed)
  • 9.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Bedömning av lärarstudenters förmåga till analys2012In: Skola och naturvetenskap : politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl, Lena Tibell, Lund: Studentlitteratur, 2012, p. 174-188Chapter in book (Other academic)
  • 10.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Bedömning i didaktisk belysning2011In: Utbildningsvetenskap för grundskolans tidiga år / [ed] Sven Persson & Bim Riddersporre, Stockholm: Natur och kultur, 2011, p. 318-334Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Detta kapitel behandlar bedömning ur ett didaktiskt perspektiv, det vill säga varför man bedömer i skolan, vad man ska bedöma samt hur man kan bedöma elevernas kunskaper. Dessutom diskuteras vem som bedömer och när.

  • 11.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Bedömningsmatriser - inte bättre än sin användare2013In: Grundskoletidningen, ISSN 1652-7844, Vol. 23, no 2, p. 37-40Article in journal (Other academic)
  • 12.
    Jönsson, Anders
    Malmö university.
    Educative assessment for/of teacher competency: a study of assessment and learning in the ”Interactive examination” for student teachers2008Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this dissertation is to explore some of the problems associated with introducing authentic assessment in teacher education. In the first part of the dissertation the question is investigated, through a literature review, whether the use of scoring rubrics can aid in supporting credible assessment of complex performance, and at the same time support student learning of such complex performance. In the second part, the conclusions arrived at from the first part are implemented into the design of the so-called “Interactive examination” for student teachers, which is designed to be an authentic assessment for teacher competency. In this examination, the students are shown short video sequences displaying critical classroom situations, and are then asked to describe, analyze, and suggest ways to handle the situations, as well as reflect on their own answers. It is investigated whether the competencies aimed for in the “Interactive examination” can be assessed in a credible manner, and whether the examination methodology supports student learning. From these investigations, involving three consecutive cohorts of student teachers (n = 462), it is argued that three main contributions to research have been made. First, by reviewing empirical research on performance assessment and scoring rubrics, a set of assumptions has been reached on how to design authentic assessments that both support student learning, and provide reliable and valid data on student performance. Second, by articulating teacher competency in the form of criteria and standards, it is possible to assess students’ skills in analyzing classroom situations, as well as their self-assessment skills. Furthermore, it is demonstrated that by making the assessment demands transparent, students’ performances are greatly improved. Third, it is shown how teacher competency can be assessed in a valid way, without compromising the reliability. Thus the dissertation gives an illustration of how formative and summative purposes might co-exist within the boundaries of the same (educative) assessment.

  • 13.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Facilitating productive use of feedback in higher education2013In: Active Learning in Higher Education, ISSN 1469-7874, E-ISSN 1741-2625, Vol. 14, no 1, p. 63-76Article in journal (Refereed)
    Abstract [en]

    Although feedback has a great potential for learning, students do not always make use of this potential. This article therefore reviews research literature on students’ use of feedback in higher education. This is done in order to find answers as to why some students do not use the feedback they receive and which factors are important in influencing students’ use of teacher feedback. Findings show that utility is not only a key feature for students’ use of feedback but also that some factors, such as lack of strategies for productively using feedback or lack of understanding of academic discourse, may hinder students’ possibilities to use the information formatively.

  • 14.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Formativ bedömning2011In: Utvärdering och bedömning i skolan: för vem och varför? / [ed] Agneta Hult och Anders Olofsson, Stockholm: Natur och kultur, 2011, p. 212-227Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det här kapitlet handlar om formativ bedömning, det vill säga bedömningar vars huvudsakliga syfte är att stödja elevernas lärande. Detta syfte skiljer sig från summativa bedömningar, vars primära funktion är att kontrollera vad eleverna lärt sig eller att sortera dem i urvalssyfte. Kapitlet kommer att försöka svara på följande frågeställningar: Vad är det som utmärker formativ bedömning? Finns det några bevis för att formativ bedömning fungerar? Hur kan man arbeta med formativ bedömning i klassrummet och vilka svårigheter finns med att arbeta formativt? 

  • 15.
    Jönsson, Anders
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Formativ bedömning för elevernas skull2015In: 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.))
  • 16.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Förord2015In: Motivation och lärande / [ed] Skaalvik, Einar M., Skaalvik, Sidsel, Stockholm: Natur och kultur, 2015, p. 6-8Chapter in book (Other (popular science, discussion, etc.))
  • 17.
    Jönsson, Anders
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Förord2015In: Lärandematriser: att få eleven att förstå / [ed] Johan Alm, Stockholm: Gothia Fortbildning , 2015, p. 7-8Chapter in book (Other (popular science, discussion, etc.))
  • 18.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Förord: lärarens kontinuerliga bedömningsarbete2013In: Bedömning för lärande i klassrummet / Trude Slemmen, Malmö: Gleerups Utbildning AB, 2013, p. 5-6Chapter in book (Other (popular science, discussion, etc.))
  • 19.
    Jönsson, Anders
    Malmö högskola.
    Improved student performance through increased transparency2008Conference paper (Refereed)
  • 20.
    Jönsson, Anders
    Malmö högskola.
    Interaktiv examination för självbedömning och lärande2006In: Naturfagsdidaktikkens mange facetter: proceedings fra Det 8. Nordiske Forskersymposium om undervisningen i naturfag / [ed] Bering, Lisbeth, Dolin, Jens, Krogh, Lars Brian, Sölberg, Jan, Sörensen, Helene, Troelsen, Rie, Aarhus: Aarhus universitetsforlag , 2006, p. 451-456Conference paper (Refereed)
    Abstract [en]

    An important skill for both students and in-service teachers, is the ability to assess their own competency. Self-assessment skills are seen as a way to identify own learning needs, which is a prerequisite for professional development. However, in order to develop, self-assessment skills need practice and feedback. This text describes an Internet based mode of examination where student teachers assess their own competency, analyze classroom situations simulated through digital video, and reflect on their answers in relation to professional analyzes. Results show that most students overestimate their ability when self assessing. When comparing with professional analyzes, mostly differences in attitude is identified. Further learning needs formulated is primarily related to practical training in the classroom.

  • 21.
    Jönsson, Anders
    Malmö högskola.
    Investigating the development of analytical skills in teacher education2009Conference paper (Refereed)
  • 22.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Likvärdig bedömning genom nationella prov?2013In: Grundskoletidningen, ISSN 1652-7844, no 1, p. 6-10Article in journal (Other (popular science, discussion, etc.))
  • 23.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lärande bedömning2013 (ed. 3)Book (Other academic)
    Abstract [sv]

    I den här boken ges ett särskilt perspektiv på bedömning. Det visar hur bedömning kan användas i lärandets tjänst, så att eleverna i skolan ges möjlighet att lära sig så mycket och så bra som möjligt. Med hjälp av aktuell forskning visas hur bedömningen kan stötta elevernas lärande på ett effektivt sätt. Boken försöker bland annat svara på följande frågor:

    • Hur kommunicerar man mål och kriterier till eleverna?
    • Hur tar man reda på vad eleverna kan i förhållande till mål och kriterier?
    • Hur hjälper man eleverna att utvecklas mot målen?
    • Hur kan man engagera eleverna i själv- och kamratbedömning?

    Med hjälp av praktiska exempel anpassade till kursplanerna i Lgr11 visas flera olika sätt att bedöma elevernas prestationer. Bokens tredje upplaga har fått en ny, tydligare struktur. Den har också utökats med ytterligare exempel på forskning om formativ bedömning samt med förslag på hur man kan arbeta med exempelvis återkoppling och kamratbedömning. Den nya upplagan innehåller dessutom en diskussion om nationella prov, likvärdighet och sambedömning.

  • 24.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lärande bedömning2011 (ed. 2)Book (Other academic)
    Abstract [sv]

    I den här boken ges ett särskilt perspektiv på bedömning. Det visar hur bedömning kan användas i lärandets tjänst, så att eleverna i skolan ges möjlighet att lära sig så mycket och så bra som möjligt. Med hjälp av aktuell forskning visas hur bedömningen kan stötta elevernas lärande på ett effektivt sätt. Boken försöker bland annat svara på följande frågor: 

    • Hur kommunicerar man mål och kriterier till eleverna?

    • Hur tar man reda på vad eleverna kan i förhållande till mål och kriterier?

    • Hur hjälper man eleverna att utvecklas mot målen?

    • Hur kan man engagera eleverna i själv- och kamratbedömning?

    Med hjälp av praktiska exempel visas flera olika sätt att bedöma elevernas prestationer. I bokens andra upplaga är alla exempel anpassade till kursplanerna i Lgr11.

  • 25.
    Jönsson, Anders
    Malmö högskola.
    Lärande bedömning2009Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    I den här boken ges ett nytt perspektiv på bedömning. Det visar hur bedömning kan användas i lärandets tjänst, så att så många elever som möjligt lär sig så mycket och så bra som möjligt. Med hjälp av aktuell forskning visas hur bedömning kan stötta elevernas lärande. Budskapet kan sammanfattas i fyra punkter:  • Tydlig kommunikation gör att eleverna vet vad de förväntas kunna. • Kontinuerlig bedömning, som en del av undervisningen, hjälper eleverna att nå målen genom att ge dem återkoppling både på vad de uppnått och hur de ska gå vidare. • Utvärderingar efter avslutat avsnitt, visar vad eleverna klarade av och vad som kan bli bättre till nästa gång – både vad gäller elevernas insatser och lärarens undervisning. • Elevernas kunskaper sammanställs med jämna mellanrum för att identifiera styrkor och svagheter, och planera för hur svaga områden kan stärkas. Med hjälp av praktiska exempel visas också på flera olika sätt att bedöma resultat och vilket värde det har i olika situationer.

  • 26.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lärarstudenters kompetens i självbedömning2011Conference paper (Other academic)
  • 27.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Rubrics as a way of providing transparency in assessment2014In: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297X, Vol. 39, no 7, p. 840-852Article in journal (Refereed)
    Abstract [en]

    This paper reports on a study where rubrics have been used to convey assessment expectations to students (n = 176) in three different assessment situations in professional education. These situations are: (1) the development of a survey instrument, which was part of a course in statistics and epidemiology; (2) an inspection of a house, which was part of a course about the functions of buildings for real estate brokers and (3) a workshop in communication with patients, which was part of a course in the evaluation of diagnostic procedures and treatments of oral infections in dental education. In all situations, students’ perceptions and uses of the rubrics were investigated. Findings suggest that it is indeed possible to convey expectations to students through the use of rubrics, in the sense that students not only appreciate the efforts to make assessment criteria transparent, but may also use the criteria in order to support and self-assess their performance. Important features of the rubrics, which were found to facilitate students’ understanding and use of the criteria in these situations, are presented and discussed.

  • 28.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Rubrics as a way of providing transparency in formative assessment2013Conference paper (Refereed)
    Abstract [en]

    There is no easy way to convey the meaning of goals (or intended learning outcomes), criteria, and standards to students. On the contrary, there are a number of studies stressing the difficulties students encounter when trying to decipher feedback and the content of course documents (e.g. Price et al., 2010). Still, there are some studies showing that when sharing scoring rubrics with students, they tend to appreciate the transparency provided and sometimes they also perform better when having access to a rubric (e.g. Andrade & Du, 2005; Jonsson, 2010). Furthermore, in a couple of studies, students’ self-regulation strategies have improved when using rubrics (Panadero, 2011). Obviously, there is some kind of paradox in relation to transparency, where students on one hand do not seem to understand the goals, criteria, and standards, but on the other hand, they appreciate transparency and are also – at least under some circumstances – able to actually use this transparency to affect their learning. The purpose of this paper is to discuss this paradox in relation to an investigation of how rubrics are used and perceived by students in professional education.

  • 29.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Själv- och kamratbedömning2012In: Grundskoletidningen, ISSN 1652-7844, Vol. 22, no 1, p. 21-24Article in journal (Other (popular science, discussion, etc.))
  • 30.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Student performance on argumentation task in the Swedish National Assessment in science2016In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 11, p. 1825-1840Article in journal (Refereed)
    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.

  • 31.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Students’ use of feedback in higher education2011Conference paper (Refereed)
  • 32.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Malmö högskola.
    Students’ use of feedback in higher education2010Conference paper (Refereed)
  • 33.
    Jönsson, Anders
    Malmö högskola.
    The use of transparency in the “Interactive examination” for student teachers2007Conference paper (Refereed)
  • 34.
    Jönsson, Anders
    Malmö University.
    The use of transparency in the "Interactive examination" for student teachers2010In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 17, no 2, p. 183-197Article in journal (Refereed)
  • 35.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Återkoppling: formativ återkoppling i stora studentgrupper2016In: Högskolepedagogisk debatt, ISSN 2000-9216, no 2, p. 60-76Article in journal (Other academic)
  • 36.
    Jönsson, Anders
    et al.
    Malmö högskola.
    Baartman, Liesbeth
    Nederländerna.
    Estimating the quality of new modes of assessment2007Conference paper (Refereed)
  • 37.
    Jönsson, Anders
    et al.
    Malmö högskola.
    Baartman, Liesbeth
    Nederländerna.
    Estimating the quality of performance assessments: the case of an “Interactive examination” for teacher competency2006Conference paper (Refereed)
  • 38.
    Jönsson, Anders
    et al.
    School of Teacher Education, Malmö University.
    Baartman, Liesbeth K. J.
    Faculty of Social Sciences, Utrecht University.
    Lennung, Sven-Åke
    School of Teacher Education, Malmö University.
    Estimating the quality of performance assessments: the case of an “Interactive examination” for teacher competencies2009In: Learning Environments Research, ISSN 1387-1579, E-ISSN 1573-1855, Vol. 12, no 3, p. 225-241Article in journal (Refereed)
    Abstract [en]

    Professional schools prepare students to become competent professionals. Consequently, there is a need for assessments that can determine the acquisition of the relevant professional competencies. Although using performance assessment to replace traditional paper-and-pencil tests might provide one way to move forward, the use of performance assessments for summative purposes has been shown to be problematic (e.g. marker consistency and construct representation). With the aid of a comprehensive framework of quality criteria for competence assessments, this article considers if one particular existing competence assessment methodology is suitable for summative as well as formative use. It is argued that the comprehensive quality estimation of the examination procedure aids in identifying strengths and weaknesses in the assessment methodology, and that this information can be used to facilitate the inclusion of performance assessment in higher education, both for summative and formative use.

  • 39.
    Jönsson, Anders
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Balan, Andreia
    Helsingborg stad.
    Increased explicitness of assessment criteria: effects on student motivation and performance2018In: Frontiers in Education: Assessment, Testing and Applied Measurement, Vol. 3, article id 81Article in journal (Refereed)
    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.

  • 40.
    Jönsson, Anders
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Ekberg, Margareta
    Malmö högskola.
    Lindahl, Britt
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Löfgren, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Bedömning i NO: grundskolans tidiga år2013Book (Other academic)
    Abstract [sv]

    Undervisning i biologi, fysik och kemi ska ge eleverna förutsättningar att bland annat ta ställning i frågor med naturvetenskapligt innehåll, genomföra undersökningar och använda begrepp för att beskriva och förklara olika fenomen och sammanhang. Men hur vet man i vilken utsträckning eleverna har utvecklat dessa förmågor? Och hur kan man stödja elevernas fortsatta utveckling?

    I den här boken diskuteras vilka aspekter som ska bedömas i förhållande till de förmågor som beskrivs i kursplanerna för NO-ämnena samt hur bedömningen kan genomföras för att hjälpa eleverna att utveckla dessa förmågor. Huvudfokus ligger på strategier för formativ bedömning – hur man kommunicerar förväntningar till eleverna, ger konstruktiv återkoppling och låter eleverna arbeta med själv- och kamratbedömning – men boken tar även upp skriftliga omdömen, betyg, likvärdighet, nationella prov och sambedömning. 

    Boken riktar sig i första hand till lärare, och blivande lärare, som undervisar i NO-ämnena i grundskolans årskurs 1–6. En stor del av innehållet är dock relevant även för andra årskurser och andra ämnen. Författarna har varit ansvariga för utvecklingen av Skolverkets diagnosmaterial i NO för årskurs 1–6 (DiNO) samt medverkar i konstruktionen av de nationella proven i biologi, fysik och kemi för årskurs 6.

  • 41.
    Jönsson, Anders
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Finlayson, Odilla
    Irland.
    McLoughlin, Eilish
    Irland.
    McCabe, Deirdre
    Irland.
    Teacher education in inquiry and assessment across Europe – the SAILS approach2015Conference paper (Refereed)
    Abstract [en]

    The Strategies for Assessment of Inquiry-based Learning in Science (SAILS) project (2012-2015) aims to support teachers in adopting inquiry-based science education (IBSE) at second level (www.sails-project.eu). This project is focused on improving science classroom practice with students aged 12-18 years, in twelve European countries (Ireland, United Kingdom, Hungary, Belgium, Turkey, Portugal, Sweden, Germany, Denmark, Poland, Slovakia and Greece), by providing teachers with inquiry-based teaching and learning and assessment materials supplemented with teacher education programs.  The SAILS project has three main objectives: (1) to enhance existing IBSE teaching and learning materials by incorporating inquiry assessment strategies and frameworks; (2) to partner with teachers to identify and implement assessment strategies and frameworks to evaluate key IBSE skills and competences in the classroom; and (3) to provide teacher education programmes in IBSE and promote a self-sustaining model to encourage teachers to share experiences and practice of inquiry approaches to teaching, learning and assessment - by supporting a community of practice. This paper discusses the third objective, specifically development of the SAILS Teacher Education Programme.  This programme aims to develop teachers’ confidence and competence in inquiry approaches and in their assessment of inquiry skills within their classrooms.  Based on experience and research findings, core elements were identified that were considered necessary for the programme while additional elements identified that were useful if timing was available or that were required to adapt to local conditions. Despite variations across the 12 countries involved, similar issues were identified in teacher education programmes.

  • 42.
    Jönsson, Anders
    et al.
    Kristianstad University, School of Education and Environment.
    Lennung, Sven-Åke
    Malmö University.
    Investigating the development of analytical skills in teacher education2011In: Educational Measurement and Evaluation Review, ISSN 2094-5876, Vol. 2, p. 3-17Article in journal (Refereed)
    Abstract [en]

    An important part of teacher competence is to analyze complex classroom situations and to suggest appropriate actions that follow from the analysis. Novice teachers’ analyses are, however, typically simpler than analyses made by experienced teachers. The aim of this study was to investigate whether the analytical skills of preservice teachers had developed throughout teacher education, and whether the pattern of strengths and weaknesses in students’ performances during their first semester had changed at the time of graduation. The results show that the skills did not improve during teacher education, since the students performed at the same level during the first and the last semester. Only two changes where identified: (1) The students had increased their awareness about the need to have more information before being able to make well-grounded decisions; (2) The students considered different motives for acting in particular ways to a lesser extent during the last semester.

  • 43.
    Jönsson, Anders
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Lundahl, Christian
    Örebro universitet.
    Anders, Holmgren
    Borås kommun.
    Evaluating a large-scale implementation of assessment for learning in Sweden2014Conference paper (Refereed)
    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 every-day 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. 

  • 44.
    Jönsson, Anders
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lundahl, Christian
    Department of Educational Studies, Karlstad University.
    Anders, Holmgren
    Education Department, Borås.
    Evaluating a large-scale implementation of Assessment for Learning in Sweden2015In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 22, no 1, p. 104-121Article in journal (Refereed)
    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.

  • 45.
    Jönsson, Anders
    et al.
    Malmö högskola.
    Mattheos, Nikos
    Malmö högskola.
    Svingby, Gunilla
    Malmö högskola.
    Attström, Rolf
    Malmö högskola.
    Dynamic assessment and the interactive examination2005Conference paper (Refereed)
    Abstract [en]

    Learning is acknowledged to be a dynamic process of a series of interactions. However,

    the assessment of learning, especially within academic profession directed

    education has been usually treated as a non-interactive procedure, often limited to

    a one-shot control of knowledge comprehension and psychomotor skills. Adaptation

    to modern professional environments and life long learning, requires a wider

    spectrum of meta-cognitive skills from students, such as the ability to assess ourselves

    and identify consequent learning objectives that will steer our learning. The

    Interactive Examination is a structured evaluation scheme, which aims to evaluate

    student’s skills and competencies while expanding and supplementing the learning

    process. The methodology utilises students’ own reflections and self-assessment as

    a starting point, followed by an individual assignment and a task of comparing their

    suggestions to that of peers or professionals. The differences, prioritising, reasoning

    and arguments pointed by students in their comparison documents are analysed

    and categorised. Finally, students receive individual feedback on their performance

    and learning needs. The students are expected to come out of the process having not

    only tested their current competence and understanding, but also having identified

    individual learning objectives for the future. This paper will present and discuss

    results from a multi-centre evaluation study on the Interactive Examination methodology,

    as conducted through a specially designed Internet page during Autumn

    2004. The study involved undergraduate students in the faculties of Odontology

    and Teachers’ Education, Malmo University, Sweden. The aim of the study is to investigate

    student’s perceptions of the methodology through standardised questionnaires

    and interview, as well as identify factors of importance for interdisciplinary

    applicability of assessment methodologies.

  • 46.
    Jönsson, Anders
    et al.
    Malmö University.
    Mattheos, Nikos
    Malmö University.
    Svingby, Gunilla
    Malmö University.
    Attström, Rolf
    Malmö University.
    Dynamic assessment and the “Interactive Examination”2007In: Journal of Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 10, no 4, p. 17-27Article in journal (Refereed)
    Abstract [en]

    To assess own actions and define individual learning needs is fundamental for professional development. The development of self-assessment skills requires practice and feedback during the course of studies. The “Interactive Examination” is a methodology aiming to assist students developing their self-assessment skills. The present study describes the methodology and presents the results from a multicentre evaluation study at the Faculty of Odontology (OD) and School of Teacher Education (LUT) at Malmö University, Sweden. During the examination, students assessed their own competence and their self-assessments were matched to the judgement of their instructors (OD) or to their examination results (LUT). Students then received a personal task, which they had to respond to in written text. After submitting their response, the students received a document representing the way an “expert” in the field chose to deal with the same task. They then had to prepare a “comparison document”, where they identified differences between their own and the “expert” answer. Results showed that students appreciated the examination in both institutions. There was a somewhat different pattern of self-assessment in the two centres, and the qualitative analysis of students’ comparison documents also revealed some interesting institutional differences.

  • 47.
    Jönsson, Anders
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Mattsson, Matts
    University of Tromsö.
    Assessing teacher competency during practicum2011In: A practicum turn in teacher education / [ed] Matts Mattsson, Tor Vidar Eilertsen & Doreen Rorrison, Rotterdam: Sense Publishers , 2011, p. 169-186Chapter in book (Refereed)
    Abstract [sv]

    Detta kapitel redovisar en undersökning av hur lärarstudenter examineras under den verksamhetsförlagda utbildningen vid lärarutbildningarna i Stockholm och Malmö.

  • 48.
    Jönsson, Anders
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Odenstad, Christina
    Bedömning i SO: för grundskolan2014 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 49.
    Jönsson, Anders
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Panadero, Ernesto
    Spanien.
    The use and design of rubrics to support assessment for learning2017In: 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.

  • 50.
    Jönsson, Anders
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Panadero, Ernesto
    Spanien.
    The use of rubrics revisited2012Conference paper (Refereed)
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