Perceptions of Finnish Upper Secondary School Students of the Assessment Practices of Their Teachers

The paper addresses Finnish students’ perceptions of assessment practices in upper secondary school. We study what experiences students have about assessment, and how they assess their ability to use and understand teachers’ feedback. The data were gathered on a web-based questionnaire to 918 students in four upper secondary schools. The questionnaire contained both closed-ended and open-ended questions. According to students’ responses, most students consider that they are able to use and understand their teachers’ feedback, and that teachers are prone to apply traditional assessment methods. The results pave the way for enhancing versatility in assessment practices. At the end of this paper, we will discuss the important role of assessment in teaching and how teachers’ assessment literacy could be enhanced and made more visible. We also ponder whether alongside teachers’ assessment literacy we should also consider students’ assessment literacy.Peer reviewe

Why Does Changing the Orientation of History Teaching Take So Long? : A Case Study from Finland

In this chapter, we outline the shifts in curricula and teaching orientation within the basic and upper secondary school levels in Finland throughout the past decades as well as how teachers have dealt with these changes. We also describe the results of the survey of history teachers’ contentment with the latest curricula. Our survey reveals that the change of the teaching orientation is starting to pay off. At the end of the chapter, we discuss and give some explanations for the question—why did changing the orientation of history teaching take so long?Peer reviewe

Historical thinking skills : Finnish History teachers' contentment with their new curriculum

The new Finnish National Core Curriculum for Basic Education emphasizes the acquisition of historical thinking skills. In this article, we present teachers’perceptions about the objectives, content descriptions and assessment criteria expressed in the curriculum. We focus our study on teachers’responses to the open-ended questions in an online survey carried out among history teachers in 2017. We studied the quantitative data by those respondents who provided written feedback to see if their responses differed from those who did not provide written feedback. Only one-third of the respondents provided responses to the open-ended questions and those who did gave relatively short but overall negative remarks. According to respondents’answers to the Likert scale statements, however, those who did not give written feedback had a more positive attitude towards the curriculum. In that respect, our study exposes Finnish teachers’relative contentment with it. The written feedback reveals that few respondents complained about teaching historical thinking skills as the key objective in the curriculum.Peer reviewe

Osnovno obrazovanje u budućnosti – promijenimo trend!

Basic education of the future – Let’s turn the trend! was a development project on compulsory education in Finland. The aim was to assess the current situation, examine the reasons for the drop in the learning outcomes at the national and international levels and study the needs to develop teaching and learning in the Finnish educational system. Two working groups coordinated by a broad-based steering group were set up for the purposes of the project. The objective of the working group on competence and learning was to discover means to improve learning outcomes, bridge the gap in the learning outcomes between girls and boys, ensure regional equality, safeguard equal opportunities for further studies and halt the trend of increasing disparities within and between schools. The project also examined the position of minorities and their learning outcomes in the Finnish educational system. The working group on motivation and teaching explored different learning environments, study materials including educational games, and innovations that support learning, investigated how learning motivation and well-being could be improved, and assessed the significance of motivation and school satisfaction for learning and school attendance. The group members also looked at the content and methods of education and pre- and in-service training for teachers. In the autumn an online survey was organized and 7,000 people responded. Also, six regional events were held in late autumn in 2014. The purpose of these events was to facilitate an extensive public discussion about the future of basic education. The working groups’ proposals as well as the results of the survey were presented in more detail at the beginning of March when the report on this development project was published. The proposals are to be exploited in the drawing up of the government programme after the next parliamentary elections in April 2015.Osnovno obrazovanje u budućnosti – Promijenimo trend! razvojni je projekt u osnovnom i srednjoškolskom obrazovanju u Finskoj. Cilj je procijeniti trenutnu situaciju, proučiti razloge za pad u ishodima učenja na nacionalnoj i međunarodnoj razini i proučiti potrebe za razvojem poučavanja i učenja u finskom obrazovnom sustavu. Dvije radne skupine koordinira upravni odbor. Cilj radne skupine zadužene za kompetencije i učenje je pronaći načine za poboljšanje ishoda učenja, premošćivanje jaza između ishoda učenja djevojčica i dječaka, uspostavljanja regionalne ravnopravnosti; očuvanje jednakih mogućnosti za buduća istraživanja i zaustavljanja trenda povećanja nejednakosti unutar škola i među školama. Projekt će također proučiti položaj manjina i njihove ishode učenja u finskom obrazovnom sustavu. Radna skupina zadužena za motivaciju i poučavanje proučit će različita okruženja za učenje, zatim materijale koji uključuju obrazovne igre i inovacije koje potpomažu učenje, proučiti kako se motivacija za učenje i dobrobit mogu poboljšati te ocijeniti važnost motivacije i zadovoljstva školom za učenje i pohađanje škole. Također će biti istraženi sadržaj i metode obrazovanja, zatim obrazovanje budućih nastavnika i nastavnika praktičara. Online anketa organizirana je prošlu jesen i anketirano je 7000 ispitanika. Također, u kasnu jesen održana su regionalna događanja. Svrha tih događanja je olakšati opsežnu javnu raspravu o budućnosti osnovnog obrazovanja. Prijedlozi radnih skupina kao i rezultati ankete bit će detaljnije prikazani početkom ožujka 2015. kada će biti prikazan i izvještaj o razvojnom projektu. Prijedlozi će se razmatrati i putem razvoja Vladina programa nakon sljedećih parlamentarnih izbora u travnju 2015

What the assessment of learning outcomes in history and social sciences are telling about textbooks, teaching materials and methods that are used during the lessons?

Profesija učitelja je u Finskoj regulirana i kvalifikacije potrebne za zanimanje učitelja su definirane zakonom. Od 1979 svi učitelji općeg obrazovanja imaju kvalifikaciju magistra. Obrazovanje učitelja u Finskoj podrazumijeva pedagoške studije i pedagošku praksu koja se provodi u sveučilišnim vježbaonicama. Nedavno istraživanje pokazalo je da 89% finskih ravnatelja i učitelja smatra kako su kvalificirani za obavljanje svoji zadataka (Kumpulainen 2014, 33). Unatoč visokoj razini obrazovanja učitelja izgledno je da se učitelji teško nose s kontradiktornim očekivanjima u svakodnevnom školskom životu. S jedne strane od učitelja se očekuje da osiguraju tradicionalna znanja, a s druge strane očekuje se da koriste interaktivne metode i pomažu učenicima u kreativnom korištenju digitalnog okruženja i materijala za e-učenje. U Finskom obrazovnom sustavu učitelji imaju veliku autonomiju, što potvrđuje i Kurikulum za osnovno obrazovanje (2004) i za srednjoškolsko obrazovanje (2003). Učitelji se u praksi mogu koristiti raznovrsnim metodama i materijalima koji odgovaraju njima i učenicima. U ovom radu istražuju se mišljenja učenika i učitelja o nastavnim materijalima metodama koji se koriste na nastavi Društvenih znanosti i Povijesti. Rezultati su prikazani uz pomoć rezultata ocjene ishoda učenja. Kao dio procjene ishoda učenja učitelji i učenici zamoljeni su odgovoriti i na pitanja koja se odnose na metode poučavanja, udžbenike i ostale materijale. Uzorak ispitanika u istraživanju je od 5% do 10% ukupne populacije učenika određene dobi (Jakku-Sihvonen 2013, 24) odnosno od 4000 do 6000 učenika. Škole uključene u istraživanje predstavljaju 15% od ukupnog broja osnovnih škola u Finskoj (Ouakrim-Soivio 2013, 21). Isto tako 165 učitelja sudjelovalo je u istraživanju. Rezultati pokazuju kako su učiteljima nužni dodatni alati i usavršavanje tijekom tijekom rada u školi kako bi mogli razviti vještine i kompetencije nužne za budućnost.Teachers’ profession is regulated in Finland, and the qualifications required from teachers are defined in legislation. Since 1979 all teachers in general education are required a Master’s degree. Finish teacher education involves also pedagogical studies and guided teach- ing practice, which is implemented in the universities’ own teacher training schools. A recent survey showed that 89 % of the Finish principals and teachers were deemed to be qualified to perform their tasks (Kumpulainen 2014, 33). Despite of the good level of teacher training, it seems that teachers’ are struggling between contradictory expectations in everyday school life. On the one hand teachers are expected to provide traditional knowledge and the other hand they are expected to use interactive methods, to guide students in the creative use of digital learning environments and e-learning materials. In the Finish educational system the teachers have a large pedagogical autonomy, which is confirmed also in national Core Curricula for ba- sic education (2004) and for upper secondary education (2003). In practice teachers’ are able to choose any working method or teaching material according to their pupils. In this paper the pupils’ and teachers’ belief of teaching and working methods and materials that are used during history and social sciences classes are investigated. Results are presented with the help of assess- ment of learning outcomes. As a part of assessment of learning outcomes both the pupils and teachers were asked also the question concerning teaching and working methods, textbooks and other learning materials. The system of assessment of learning outcomes is sample based. It means that the sample size is form 5% to 10% of the age group (Jakku-Sihvonen 2013, 24) which means from 4000 to 6000 pupils. The schools represent around 15 % of all the schools that give basic education in Finland (Ouakrim-Soivio 2013, 21). Also 165 teachers were a part of this research. The results indicate that teachers need tools, such as in-service training, so they are able to develop skills and competences that are needed in future

Historianopetuksen muutoksesta ja pysyvyydestä

Non peer reviewe

Toimivatko päättöarvioinnin kriteerit? : Oppilaiden saamat arvosanat ja Opetushallituksen oppimistulosten seuranta-arviointi koulujen välisten osaamiserojen mittareina

This study investigated assessment differences between schools in relation to the grades given to pupils and to the competencies revealed by the assessment of learning outcomes conducted by the Finnish National Board of Education. The validity of the grades teachers gave were studied as a gauge of learning. The National Core Curriculum for Basic Education for Social Studies and History determined the learning objectives for these outcomes. The grades given to pupils in the final assessment and the competencies shown in the assessment of learning outcomes in social studies were compared to grades and outcomes in history. The background to this study has shown that since the beginning of the 21st century, frequent discrepancies have arisen in the assessment of learning outcomes with regard to competencies in mathematics and mother tongue. These discrepancies have been observed between the grades given to pupils and the competence shown in the follow-up assessment in different schools. Pupils at the same level of competence received a different grade. Similarly, the assessment of learning outcomes in social studies and history showed that systematic discrepancies in the social sciences exist between the competence shown in the follow-up study and the grades given by the schools. The sample in this study comprised 4 158 pupils: 3 616 from Finnish- language schools and 545 from Swedish- language schools. The research data in social studies and history enabled, for the first time, the comparison of two separate subjects using data produced by the same pupils and schools as well as by using two parallel measurements: school grades and the competence shown in the follow-up assessment. This research enabled a closer study of the validity of school grades as a measure of competence. This is because the data comprised grades and results of the assessment of the same pupils in two different subjects. Validity can be defined as an absence of systematic errors. Should systematic errors occur, the validity of at least one of the meters can then be questioned. The data collected in social studies and history made it possible to demonstrate conformity between the schools competence levels and grades: when a school s competence level was high, also the grades of its pupils were higher than the average. It seems that teachers adjust their grades to the general competence level of their class. When the description of key knowledge and skills does not serve as a basis for evaluation, one can argue that there is no resultant equity in final grading. To ensure consistent final assessment, the Core Curriculum should provide teachers with more support for evaluation, by for example, defining grading criteria more clearly or by creating separate material for criteria-based evaluation.Päättöarvosanojen antaminen perustuu nykyisessä peruskoulujärjestelmässä siihen, että oppiainekohtaisilla päättöarvioinnin kriteereillä, arvosanalle 8, pyritään määrittämään yhdenmukaisesti se tieto- ja taitotaso, joka oppilaalla oletetaan olevan perusopetuksen päättövaiheessa hänen siirtyessä jatko-opintoihin tai työelämään. Oppilaan suorituksia ei siis enää verrata muiden oppilaiden suorituksiin, kuten aiemmin tehtiin, vaan arviointi kohdistuu siihen, miten oppilas on suoriutunut suhteessa ennalta asetettuihin tavoitteisiin. Opetushallitus toteuttaa oppimistulosten seuranta-arviointeja, joiden tarkoituksena on tuottaa tietoa siitä, miten hyvin opetussuunnitelman perusteissa määritellyt koulutukselle asetetut tavoitteet on saavutettu. Oppimistulosarviointien aivan kuten arvosanojenkin lähtöoletuksena on, että ne mittaavat opetussuunnitelman perusteisiin kirjattuja tietoja ja taitoja, joita kaikkien oppilaiden oletetaan hallitsevan perusopetuksen päättövaiheessa. Tässä väitöstutkimuksessa on analysoitu opettajien antamien päättöarvosanojen luotettavuutta mitata perusopetuksen opetussuunnitelman perusteissa määriteltyä osaamista. Tutkimuksen aineistolla (N = 4 158 oppilasta) ilmeni että yhteiskuntaopissa ja historiassa oli systemaattisia koulujen välisiä eroja seuranta-arvioinnissa osoitetun osaamisen ja koulujen antamien arvosanojen välillä. Kouluissa, joissa yhteiskuntaopin arvosanat annettiin esimerkiksi tiukemmin perustein kuin seuranta-arvioinnissa osoitettu keskimääräinen osaaminen olisi antanut olettaa, annettiin tiukemmin perustein myös historian päättöarvosana. Siksi koulujen välillä tuntuu olevan sellaisia oppiaineesta riippumattomia arviointikäytänteiden eroja, jonka perusteella voidaan tulkita, että arvosanat eivät ole validi mittari mittaamaan koulujen välisiä osaamiseroja. Näyttää siltä, että opettajat suhteuttavat antamansa arvosanat valtakunnallisten kriteerien sijasta muiden oppilaidensa osaamistasoon, vaikka suhteellinen arviointi on poistunut normeista jo vuonna 1985. Kansainvälisestikin mainetta niittänyt suomalainen peruskoulujärjestelmä, jonka lähtökohtiin on koko sen voimassaoloajan kuulunut koulutuksellinen tasa-arvo ja yhdenvertaisuus, joutuu koeteltavaksi, kun oppiaineesta annettujen arvosanojen ja seuranta-arvioinnissa osoitetun osaamisen välillä on suuria koulujen välisiä eroja. Yhdenmukaisen arvioinnin varmistamiseksi opetussuunnitelman perusteiden olisi tarjottava aiempaa enemmän tukea opettajan arviointityöhön. Tämä toteutuu esimerkiksi määrittelemällä päättöarvioinnin kriteerit tarkemmin ja luomalla opettajille erillistä materiaalia kriteeripohjaisen arvioinnin tueksi

Laaja-alaisen osaamisen tavoitteet ja niiden arviointi osana oppiaineen arviointia

Peer reviewe

Mera flexibilitet i den grundläggande utbildningen - att inleda JOPO-verksamhet och att få den att rota sig

Boken om JOPO-verksamhet (på fi nska: joustava perusopetus) har kommit till i samband med ett projekt som undervisningsministeriet inledde år 2006 i syfte att motverka skolavbrott. Syftet med JOPO-verksamheten är att stöda unga att gå ut grundskolan och att motverka att elever avbryter sin skolgång efter grundskolan. Verksamheten kompletterar den normala utbildningsverksamheten, dess mål och innehåll. Vissa fl exibla verksamhetsmodeller tas i bruk och elevernas individuella behov och situationer beaktas. Samtidigt är syftet att säkerställa att den unga personen deltar i utbildning på andra stadiet. Verksamhetsinriktade arbetsformer och studier i äkta arbetsmiljö gynnas. Det övergripande temat är En gemensam skola för alla. Fokus ligger på yrkesövergripande samarbete mellan olika organisationer. Grundskolor, representanter för ungdoms-, social- och hälsovårdsväsendet, läroinrättningar inom yrkesutbildningen, gymnasier och verkstäder för unga personer deltar. Samarbetet med föräldrarna intensifi eras också. På olika sätt strävar man efter att stödja föräldrarna i deras uppfostran. Målgruppen är unga personer som i sin utbildning gynnas av verksamhetsinriktade arbetsformer med inslag av praktiskt arbete. Läsåret 2006 – 2007 deltog totalt 27 kommuner i olika delar av landet. Läsåret 2007 – 2008 uppgår JOPO-gruppernas antal till 75. Undervisningsministeriet stöder varje grupp under två läsår. Utbildningsanordnarna har för sin del förbundit sig att göra verksamheten mera permanent. Flexibla utbildningsarrangemang inom den grundläggande utbildningen inverkar på kommunens och skolornas verksamhet samt lärarnas arbete. Från de ungas perspektiv är syftet att motverka att skolmotivationen försvagas samt skolavbrott. Problemen uppmärksammas i ett tidigt skede. Stöd på individuell nivå gör det enklare för eleven att inleda utbildning på andra stadiet. Från skolornas perspektiv är syftet att ta fram aktivitetsbaserade studieformer och att utnyttja inlärningsmiljöer där den unga lär sig med hjälp av praktiskt arbete. Samarbetet mellan skolan och arbetslivet intensifi eras. Från lärarnas perspektiv handlar det bl.a. om ökade möjligheter att uppmärksamma problem i ett tidigt skede. Lärarnas yrkeskunskaper byggs ut till att omfatta yrkesövergripande satsningar. Från kommunernas perspektiv främjas ett samarbete mellan olika förvaltningsgrenar, t.ex. skol-, ungdoms- samt social- och hälsoväsendet. En flexibel grundläggande utbildning ordnas i grundskolan, i en grupp med cirka 10 elever. Eleverna går på klass 7 – 9. Gruppen följs åt i cirka två fram tills dess att eleverna har gått ut grundskolan. Eventuellt deltar elever inom påbyggnadsundervisningen (klass 10) i gruppens arbete. Grunderna inom den grundläggande utbildningens läroplan är riktgivande. Utbildningsarrangemangen skiljer sig dock från traditionell utbildning. En del av utbildningen ges i skolan och en del på arbetsplatser eller i andra inlärningsmiljöer i form av handledda studier. Lägerskolor, studie- och arbetsplatsbesök, utbildningsexperiment o.dyl. är också aktuella. Stoffet i läroplanen formas till inlärningsuppgifter i skolan och på arbetsplatserna. De anpassas skilt för varje elev. Skolans rektor, gruppens lärare eller speciallärare och en heltidsanställd inom kommunens ungdomssektor eller inom socialväsendet bildar ett team som ansvarar för utbildning och övrig verksamhet. De övriga lärarna i grundskolan och de personer som på arbetsplatserna har hand om handledningen samarbetar när undervisningen planeras. Ungdomssektorns eller socialsektorns representant skall rikta in sig på att stöda den ungas tillväxt i socialt avseende, på att samarbeta med familjerna och på övrigt stöd- och rådgivningsarbete. Arbetsplatserna skall bilda ett nätverk. I normal ordning ansvarar läraren för undervisning och utvärdering. På arbetsplatserna ansvarar en arbetstagare i handledande uppgifter för vägledning och stöd. Skolan informerar handledarna om hur de vägleder eleverna. De inlärningsuppgifter som eleven skall klara av på en arbetsplats kommer man överens om skilt för sig. Klassläraren och ungdomsarbetaren besöker arbetsplatserna och följer upp elevens inlärning. Inlärningsuppgifterna under arbetslivsperioderna utvärderas. Avtal ingås med arbetsplatserna. De individuella arrangemangen omfattar elevhandledning för att trygga att eleven går vidare i sina studier. När skolan slutar skall varje elev fortsatt utbildning utstakad för sig. En smärtfri övergång från ett skolstadium till ett annat förutsätter samarbete mellan läroanstalterna på andra stadiet på en viss ort eller i en viss region. Kompletterande utbildning erbjuds rektorer, lärare och representanter för ungdomseller socialsektorn på landsomfattande nivå eller på regionbasis. Också detta hjälper till att starta projektet och att köra in det. Uppföljning och utvärdering sammanställs i augusti 2008