DOAJ (DOAJ: Directory of Open Access Journals), Nov 1, 2020
Studielederens officielle rolle er fastlagt i Universitetsloven:Studielederen har til opgave i sa... more Studielederens officielle rolle er fastlagt i Universitetsloven:Studielederen har til opgave i samarbejde med studienævnet at forestå den praktisketilrettelæggelse af undervisning og af prøver og anden bedømmelse, der indgår i eksamen.Studielederen godkender opgaveformulering og afleveringstidspunkt for kandidatspecialetsamt i tilknytning hertil en plan for vejledningen af den studerende.(https://danskelove.dk/universitetsloven)Rollen er så løst beskrevet, at der er rig mulighed for fortolkning og udvikling af forskellige praksisser, og det er også, hvad der er sket. I sin ph.d. interviewede Thomas Harboe (2013) en række studieledere om deres opfattelse af studielederrollen, og der tegnede sig et billede af en løst defineret ledelsesfunktion, som var præget af forhandling og løse koblinger til deres omgivelser. Studielederne gav klart udtryk for, at deres arbejde var stærkt underlagt den New Public Management-politik, der på det tidspunkt gav sig udslag i styringsmæssige reformer, som de så skulle implementere. Sådan er det stadig. Uddannelsesområdet er præget af stramninger og kontrol og reguleringer, selv om der ses tendenser til, at andre værdier begynder at præge debatten og den førte politik. Men når universiteterne presses af NPMtiltag som fx akkreditering eller af nedskæringstiltag som fx fremdriftsreform og 2 % nedskæring, så er det ofte studielederen, der skal få det til at fungere.Studielederen er således en typisk mellemleder med mange opgaver og et ansvar for, at uddannelserne rent faktisk fungerer – uden formel kompetence til at bestemme over ressourcer og personale. Klemt mellem ledelse, VIP’ere/TAP’ere og studerende og under meget forskellige vilkår, hvad angår det timemæssige omfang af ledelsesfunktionen, og hvad angår nærhed til ledelsesstrengen, skal studielederen få enderne til at mødes på en måde som gør alle tilfredse – eller lige utilfredse.Således kan Harboe et al. (2017) slå fast, at studieledelse ”... kræver studieledere, der til stadighed kan balancere kompetent mellem pædagogisk og administrativ ledelse samt mellem det personlige, det lokale og det organisatoriske niveau på universitetet” (s. 48).Det følgende er nogle råd til at kunne navigere helskindet og helhjertet gennem studieledelsens minefyldte farvand.
Contributions from science education research, Oct 14, 2017
This chapter will identify and outline current gaps in research into assessment practice and tie ... more This chapter will identify and outline current gaps in research into assessment practice and tie the results of the ASSIST-ME project onto this outline. In this way, the chapter will present concrete research vistas that are still needed in international assessment research. The chapter concludes with a key theme that appears across many of the chapters in this volume, namely, issues concerning the operationalisation of complex learning goals into teaching and assessment activities.
Strand 11 focused on a wide range of issues related to the evaluation and assessment of student l... more Strand 11 focused on a wide range of issues related to the evaluation and assessment of student learning and development, both on an individual and classroom level and on a national and international level. The use of assessment instruments (like tests, questionnaires etc.), as tools for exploring and answering other research questions of interest, is not part of the strand mission. In Strand 11 the focus is primarily on the instrument itself, the emphasis is on the development, implementation, validation and use of assessment instrumentsand on the consequences of the use of the instruments. These can include standardized tests, achievement tests, high stakes tests, and instruments for measuring attitudes, interests, beliefs, self-efficacy, science process skills and competences, conceptual understandings, and so on. They may be developed with a view to making assessment more 'authentic' in some sense, to facilitate formative use of assessment, or to improve summative assessment of student learning.
Strand 11 focused on a wide range of issues related to the evaluation and assessment of student l... more Strand 11 focused on a wide range of issues related to the evaluation and assessment of student learning and development, both on an individual and classroom level and on a national and international level. The use of assessment instruments (like tests, questionnaires etc.), as tools for exploring and answering other research questions of interest, is not part of the strand mission. In Strand 11 the focus is primarily on the instrument itself, the emphasis is on the development, implementation, validation and use of assessment instrumentsand on the consequences of the use of the instruments. These can include standardized tests, achievement tests, high stakes tests, and instruments for measuring attitudes, interests, beliefs, self-efficacy, science process skills and competences, conceptual understandings, and so on. They may be developed with a view to making assessment more 'authentic' in some sense, to facilitate formative use of assessment, or to improve summative assessment of student learning.
Testing – classroom based as well as large-scale testing for comparative purposes – is becoming a... more Testing – classroom based as well as large-scale testing for comparative purposes – is becoming an increasingly important factor in educational policy in Denmark as in the other Nordic countries. Test results are attracting headlines in the media, often because these results disturb the national self-image of being among the best in the world, and improvement in these tests is established as a political goal. Especially high-stakes and large-scale tests affect both the national educational policy and the teaching in the classroom – not necessarily directly, but increasingly indirectly through the values and the discourse they impose on the school and society. These effects will be illustrated through the results from two larger research projects in which the author participated. The first is a Danish Clearinghouse study on the pedagogical consequences of high-stakes tests, showing the negative influence of these tests on teaching and on student behaviour. The other is a research project validating the PISA test in a Danish context, showing how the PISA tests, as an example of large-scale, comparative tests, have become a lever for dramatic changes in the Danish educational policy, without building on a valid justification. On a general level, these examples are seen as confirming the overall shift driven by global test systems, from a ‘bildung/didaktik’ approach (traditionally undertaken in the Nordic/Central European countries) towards a curriculum/policy driven approach (Anglo-American tradition) within education. Finally, the article will draw from the demonstrated tendencies to present some leadership and policy implications.
Contributions from science education research, Oct 14, 2017
This chapter characterises the two key purposes of assessment, formative and summative, within a ... more This chapter characterises the two key purposes of assessment, formative and summative, within a general model of assessment of student learning. It discusses reliability and validity issues in relation to the two purposes and considers formative and summative purposes as related and can be brought together in developing a dependable approach to summative assessment using evidence collected and used in formative assessment. The third purpose of assessment, accountability, is dealt with as a special use of summative assessment. Some examples from the ASSIST-ME project illustrate the variety of approaches to assessment and the overlapping relations between formative and summative use of assessment.
MONA - Matematik- og Naturfagsdidaktik, Dec 4, 2018
Det er en aktuel debat, hvorvidt de naturvidenskabelige fag skal undervises integreret i dele af ... more Det er en aktuel debat, hvorvidt de naturvidenskabelige fag skal undervises integreret i dele af uddannelsessystemet, eller hvorvidt de skal undervises og laeres som adskilte fag. Debatten afspejler både uddannelsespolitiske, faginterne og didaktiske skillelinjer, hvor de bagvedliggende praemisser ikke altid er tydelige. Artiklen tager udgangspunkt i det grundlaeggende spørgsmål i enhver didaktik 'Hvorfor skal børn og unge have naturvidenskab?' og afdaekker konsekvenserne heraf, hvis svaret er 'fordi de skal vaere naturvidenskabeligt dannede'. Artiklen argumenterer for at integreret naturfag fremmer elevernes naturvidenskabelige dannelse mere end enkeltfag. Det vises hvorledes fagenes lukkethed og status vanskeliggør integration og giver nogle bud på hvorledes integration kan realiseres på forskellige uddannelsesniveauer. Indledning-om problematikken og dens aktualitet Debatten i naturfagene om fagintegration versus fagopdeling er ikke ny og haenger sammen med den almindelige uddannelsespolitiske debat om tvaerfaglighed kontra saerfaglighed. Også her i MONA er tvaerfaglighedsproblematikken i de naturvidenskabelige fag behandlet, senest i en oversigtsartikel, Tvaerfaglig undervisning i folkeskolens naturfag (Sillasen & Linderoth, 2017), og en artikel om fagintegration mellem fysik og matematik i gymnasiet, FYMA-om integration af to fag (Christensen, 2018). Det er uden for denne artikels rammer at afdaekke selve tvaerfaglighedsbegrebet, men bredt forstået vil en tvaerfaglig tilgang til undervisning i de naturvidenskabelige fag (som i alle fag) sige at elevernes laering sker via aktiviteter på tvaers af faggraenserne. De fleste teoretikere opridser en systematik i arten af aktiviteter på tvaers af de involverede fag, typisk gående fra støttefaglighed og flerfaglighed over fagintegration til fagoverskridelse (Dolin & Goddiksen, 2017; Klein, 2019). Den vigtigste skelnen ligger mellem multidisciplinaritet og interdisciplinaritet. I den første form vil flere fag bidrage individuelt til et faelles tema eller problem hvilket allerede sker MONA 2018-4
DOAJ (DOAJ: Directory of Open Access Journals), Nov 1, 2020
Studielederens officielle rolle er fastlagt i Universitetsloven:Studielederen har til opgave i sa... more Studielederens officielle rolle er fastlagt i Universitetsloven:Studielederen har til opgave i samarbejde med studienævnet at forestå den praktisketilrettelæggelse af undervisning og af prøver og anden bedømmelse, der indgår i eksamen.Studielederen godkender opgaveformulering og afleveringstidspunkt for kandidatspecialetsamt i tilknytning hertil en plan for vejledningen af den studerende.(https://danskelove.dk/universitetsloven)Rollen er så løst beskrevet, at der er rig mulighed for fortolkning og udvikling af forskellige praksisser, og det er også, hvad der er sket. I sin ph.d. interviewede Thomas Harboe (2013) en række studieledere om deres opfattelse af studielederrollen, og der tegnede sig et billede af en løst defineret ledelsesfunktion, som var præget af forhandling og løse koblinger til deres omgivelser. Studielederne gav klart udtryk for, at deres arbejde var stærkt underlagt den New Public Management-politik, der på det tidspunkt gav sig udslag i styringsmæssige reformer, som de så skulle implementere. Sådan er det stadig. Uddannelsesområdet er præget af stramninger og kontrol og reguleringer, selv om der ses tendenser til, at andre værdier begynder at præge debatten og den førte politik. Men når universiteterne presses af NPMtiltag som fx akkreditering eller af nedskæringstiltag som fx fremdriftsreform og 2 % nedskæring, så er det ofte studielederen, der skal få det til at fungere.Studielederen er således en typisk mellemleder med mange opgaver og et ansvar for, at uddannelserne rent faktisk fungerer – uden formel kompetence til at bestemme over ressourcer og personale. Klemt mellem ledelse, VIP’ere/TAP’ere og studerende og under meget forskellige vilkår, hvad angår det timemæssige omfang af ledelsesfunktionen, og hvad angår nærhed til ledelsesstrengen, skal studielederen få enderne til at mødes på en måde som gør alle tilfredse – eller lige utilfredse.Således kan Harboe et al. (2017) slå fast, at studieledelse ”... kræver studieledere, der til stadighed kan balancere kompetent mellem pædagogisk og administrativ ledelse samt mellem det personlige, det lokale og det organisatoriske niveau på universitetet” (s. 48).Det følgende er nogle råd til at kunne navigere helskindet og helhjertet gennem studieledelsens minefyldte farvand.
Contributions from science education research, Oct 14, 2017
This chapter will identify and outline current gaps in research into assessment practice and tie ... more This chapter will identify and outline current gaps in research into assessment practice and tie the results of the ASSIST-ME project onto this outline. In this way, the chapter will present concrete research vistas that are still needed in international assessment research. The chapter concludes with a key theme that appears across many of the chapters in this volume, namely, issues concerning the operationalisation of complex learning goals into teaching and assessment activities.
Strand 11 focused on a wide range of issues related to the evaluation and assessment of student l... more Strand 11 focused on a wide range of issues related to the evaluation and assessment of student learning and development, both on an individual and classroom level and on a national and international level. The use of assessment instruments (like tests, questionnaires etc.), as tools for exploring and answering other research questions of interest, is not part of the strand mission. In Strand 11 the focus is primarily on the instrument itself, the emphasis is on the development, implementation, validation and use of assessment instrumentsand on the consequences of the use of the instruments. These can include standardized tests, achievement tests, high stakes tests, and instruments for measuring attitudes, interests, beliefs, self-efficacy, science process skills and competences, conceptual understandings, and so on. They may be developed with a view to making assessment more 'authentic' in some sense, to facilitate formative use of assessment, or to improve summative assessment of student learning.
Strand 11 focused on a wide range of issues related to the evaluation and assessment of student l... more Strand 11 focused on a wide range of issues related to the evaluation and assessment of student learning and development, both on an individual and classroom level and on a national and international level. The use of assessment instruments (like tests, questionnaires etc.), as tools for exploring and answering other research questions of interest, is not part of the strand mission. In Strand 11 the focus is primarily on the instrument itself, the emphasis is on the development, implementation, validation and use of assessment instrumentsand on the consequences of the use of the instruments. These can include standardized tests, achievement tests, high stakes tests, and instruments for measuring attitudes, interests, beliefs, self-efficacy, science process skills and competences, conceptual understandings, and so on. They may be developed with a view to making assessment more 'authentic' in some sense, to facilitate formative use of assessment, or to improve summative assessment of student learning.
Testing – classroom based as well as large-scale testing for comparative purposes – is becoming a... more Testing – classroom based as well as large-scale testing for comparative purposes – is becoming an increasingly important factor in educational policy in Denmark as in the other Nordic countries. Test results are attracting headlines in the media, often because these results disturb the national self-image of being among the best in the world, and improvement in these tests is established as a political goal. Especially high-stakes and large-scale tests affect both the national educational policy and the teaching in the classroom – not necessarily directly, but increasingly indirectly through the values and the discourse they impose on the school and society. These effects will be illustrated through the results from two larger research projects in which the author participated. The first is a Danish Clearinghouse study on the pedagogical consequences of high-stakes tests, showing the negative influence of these tests on teaching and on student behaviour. The other is a research project validating the PISA test in a Danish context, showing how the PISA tests, as an example of large-scale, comparative tests, have become a lever for dramatic changes in the Danish educational policy, without building on a valid justification. On a general level, these examples are seen as confirming the overall shift driven by global test systems, from a ‘bildung/didaktik’ approach (traditionally undertaken in the Nordic/Central European countries) towards a curriculum/policy driven approach (Anglo-American tradition) within education. Finally, the article will draw from the demonstrated tendencies to present some leadership and policy implications.
Contributions from science education research, Oct 14, 2017
This chapter characterises the two key purposes of assessment, formative and summative, within a ... more This chapter characterises the two key purposes of assessment, formative and summative, within a general model of assessment of student learning. It discusses reliability and validity issues in relation to the two purposes and considers formative and summative purposes as related and can be brought together in developing a dependable approach to summative assessment using evidence collected and used in formative assessment. The third purpose of assessment, accountability, is dealt with as a special use of summative assessment. Some examples from the ASSIST-ME project illustrate the variety of approaches to assessment and the overlapping relations between formative and summative use of assessment.
MONA - Matematik- og Naturfagsdidaktik, Dec 4, 2018
Det er en aktuel debat, hvorvidt de naturvidenskabelige fag skal undervises integreret i dele af ... more Det er en aktuel debat, hvorvidt de naturvidenskabelige fag skal undervises integreret i dele af uddannelsessystemet, eller hvorvidt de skal undervises og laeres som adskilte fag. Debatten afspejler både uddannelsespolitiske, faginterne og didaktiske skillelinjer, hvor de bagvedliggende praemisser ikke altid er tydelige. Artiklen tager udgangspunkt i det grundlaeggende spørgsmål i enhver didaktik 'Hvorfor skal børn og unge have naturvidenskab?' og afdaekker konsekvenserne heraf, hvis svaret er 'fordi de skal vaere naturvidenskabeligt dannede'. Artiklen argumenterer for at integreret naturfag fremmer elevernes naturvidenskabelige dannelse mere end enkeltfag. Det vises hvorledes fagenes lukkethed og status vanskeliggør integration og giver nogle bud på hvorledes integration kan realiseres på forskellige uddannelsesniveauer. Indledning-om problematikken og dens aktualitet Debatten i naturfagene om fagintegration versus fagopdeling er ikke ny og haenger sammen med den almindelige uddannelsespolitiske debat om tvaerfaglighed kontra saerfaglighed. Også her i MONA er tvaerfaglighedsproblematikken i de naturvidenskabelige fag behandlet, senest i en oversigtsartikel, Tvaerfaglig undervisning i folkeskolens naturfag (Sillasen & Linderoth, 2017), og en artikel om fagintegration mellem fysik og matematik i gymnasiet, FYMA-om integration af to fag (Christensen, 2018). Det er uden for denne artikels rammer at afdaekke selve tvaerfaglighedsbegrebet, men bredt forstået vil en tvaerfaglig tilgang til undervisning i de naturvidenskabelige fag (som i alle fag) sige at elevernes laering sker via aktiviteter på tvaers af faggraenserne. De fleste teoretikere opridser en systematik i arten af aktiviteter på tvaers af de involverede fag, typisk gående fra støttefaglighed og flerfaglighed over fagintegration til fagoverskridelse (Dolin & Goddiksen, 2017; Klein, 2019). Den vigtigste skelnen ligger mellem multidisciplinaritet og interdisciplinaritet. I den første form vil flere fag bidrage individuelt til et faelles tema eller problem hvilket allerede sker MONA 2018-4
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