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I usually make it my way

"I usually make it my way" - the relationship between freedom, governance and quality in the assessment of essays on the Teachers Education at the University of Gothenburg as an example.

Objective: Describe and analyze how examiners argue and justify scores on essays and how that analysis is shaped by the examiner in the professional context and policy documents and formally defined assessment criteria. In this process, students' performance is assessed while scientific ideals and qualities are made explicit.
Method: Textual Analysis of some 2 000 written examination protocols from Gothenburg University Teachers Education 2004-2010. A small pilot study has been carried out on material in 2008.
Questions: What formal and informal assessment criteria used by examiners and science performances which gives the expression for? How arguments are built up and formed into a review and a rating? What can explain a variation of the examiner using the formal criteria for assessing, for example, play examiner's institutional affiliation or experience matter? Affects the student's teacher training focus and subject choices examiner's argument, and if so, how?
Significance: The study offers the opportunity to compare how "scientific" in practice is defined by different groups of examiners, categorized based on factors such as institutional affiliation and academic degrees. This work contributes to the understanding of university teachers' epistemological beliefs and the central question about the assessment and quality and how this issue should be related, educational sciences and teacher education.

For more information, please contact Jan Carle


Page Manager: Anders Östebo|Last update: 4/24/2013

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