Comment on Meir Dan-Cohen, Skirmishes on the Temporal Boundaries of States

Goldberg praises Meir Dan-Cohen\u27s creative thinking about state wrongdoing but argues that it is ultimately unclear how a nation gets relieved of responsibility for its past harms. Equally unclear is why as a normative matter nations should be permitted to obtain temporal shifts. Dyadic conflicts that redefine the wrongdoer might be easier to envision because the victim is empowered to redraw the boundary of the wrongdoer. When a nation commits wrong, the justification for redrawing its boundaries often must come from somewhere other than a single victim\u27s forgiveness

Beyond Technology - Children's Voices and Digital Realities at School

Research project funded by Nordplus Junio

GPS-performance in Technology Education

In my research I am interested in identifying, and describing the process that now takes place, around evaluations, follow ups and assessment in educational practice from a teacher´s perspective. I am a PhD student but also a practicing teacher and I find this very intriguing since according to the UN Convention of the Rights of the Child article 28, each and every child is entitled to education. In Sweden, each school can decide on how, when, and by whom, the pupil will get tutored in a subject. However, every pupil is expected and entitled to reach, at the very minimum, the level of knowledge stipulated in the goals to attain in grade 5 and grade 9, in the national curriculum. Several reports have highlighted the alarming situation of neglect of the follow-up of the pupils’ knowledge development as well as the school´s neglect of technology education. This raises many questions about underlying factors. This paper provides a description of the process of assessment in technology education with the focus on teachers’ views on their possibilities for follow-ups and assessments.TUF

GPS-Performance in Technology Education

In my research I am interested in identifying and describing the process that now takes place, around evaluations, follow ups and assessment in educational practice in Sweden from a teacher´s perspective. Article 28 of the UN Convention of the Rights of the Child, specifies that, each and every child is entitled to education. In Sweden, each school can decide on how, when, and by whom, the pupil will get tutored in a subject. However, every pupil is expected and entitled to reach, at the very minimum, the level of knowledge stipulated in the goals to attain in grade 5 and grade 9, in the national curriculum. Despite this several reports have highlighted the alarming situation of neglect of the follow-up of the pupils’ knowledge development as well as the school´s neglect of Technology education. This raises many questions about underlying factors. This paper provides a description of the process of assessment in Technology education with the focus on teachers’ views on the possibilities for follow-up, and assessment.QC 20130110</p

Assidere Necesse Est : Necessities and complexities regarding teachers’ assessment practices in technology education

This thesis focuses on teachers’ assessment practices in primary and lower secondary schools for technology education (Sv. Teknik). It is grounded in my prior experience as a teacher but also addresses the national and international research fields of technology education and assessment. The thesis is based on four papers covering different aspects of teachers’ assessment practices in technology. Its aim is to contribute to knowledge regarding how teachers use assessments in primary and lower secondary school. The thesis explores: teachers’ formal documenting practices; primary teachers’ minute-by-minute classroom assessment; teachers’ views on assessment and finally teachers’ statements and motives relating to criteria for success while assessing students’ e-portfolios. The choice of methods varies, depending on the focus of each sub-study, including quantitative data, collected from official governmental databases, software-generated statistical data and questionnaires as well as qualitative methods such as observations and interviews. Formal documents proved to be unsupportive for teachers’ assessment practices. Lack of instruction and deficiencies in design templates made these documents practically useless. The classroom study shows that the studied teachers have great ambitions for their pupils to succeed but lack collegial support concerning their assessment practices. Findings also show that teachers who are specifically trained in technology show higher self-efficacy regarding their assessment practices. Based on the results from the teachers' assessments of e-portfolios, it is concluded that there is consensus among the teachers to focus on the whole rather than on particular details in student’s work. The overall results strengthen the importance of designing activities and that students should be taught and not left to unreflective doing in technology. Teachers’ assessment practices are complex. This thesis shows that teachers work with assessment in different ways. It is also shown that the educational environment is not supportive enough. Assessment is a necessity in the endeavour of bridging teaching and learning in technology, thus affordance for teachers’ assessment practices must be increased. QC 20150216</p

GPS-Performance in Technology Education

In my research I am interested in identifying and describing the process that now takes place, around evaluations, follow ups and assessment in educational practice in Sweden from a teacher´s perspective. Article 28 of the UN Convention of the Rights of the Child, specifies that, each and every child is entitled to education. In Sweden, each school can decide on how, when, and by whom, the pupil will get tutored in a subject. However, every pupil is expected and entitled to reach, at the very minimum, the level of knowledge stipulated in the goals to attain in grade 5 and grade 9, in the national curriculum. Despite this several reports have highlighted the alarming situation of neglect of the follow-up of the pupils’ knowledge development as well as the school´s neglect of Technology education. This raises many questions about underlying factors. This paper provides a description of the process of assessment in Technology education with the focus on teachers’ views on the possibilities for follow-up, and assessment.QC 20130110</p

The Inefficient Loneliness : A Descriptive Study about the Complexity of Assessment for Learning in Primary Technology Education

This thesis provides findings from a qualitative study that explores the assessment process undertaken by teachers in Swedish primary technology education. The thesis aims to contribute to a deeper understanding of how teachers assess in technology education. In this study assessment with the purpose of acquiring information in order to adjust the teaching to the pupils’ needs for future progress is explored in particular. Teachers’ work with assessment is explored in two teacher-focused sub-studies. Sub-study 1 focuses on the long-cycle formative assessment and on the formal documentation of pupils’ attainment, the so-called IDP with written assessment. Sub-study 2 explores the short cycle of formative assessment and highlights two teachers’ classroom assessments practice. The results presented are built upon authentic samples of assessment documents (IDPs), classroom observations and teacher interviews. The study shows that the teachers are alone in the planning, executing and follow-up of technology education. Support is both asked for and needed.QC 20121109</p

GPS-Performance in Technology Education Part II

There are strongconnections between assessment and learning. Assessment can have many purposes.One purpose is when the teacher acquires information in order to adjust theirteaching to better meet the pupils’ needs for future progress on their learningjourney. This paper provides findings from a qualitativestudy that explore and describe the process of assessment in Technologyeducation in the Swedish compulsory school. How do teachers follow up their pupils'progress? What equipment/assessment tools do they use, in order to 'locate'their pupils and move them forward on their learning journey? The results arebased on classroom observations and the teachers' written assessmentdocumentation.Qc 20130110</p