Teaching Summative Assessment : A Curriculum Analysis of Pre-Service Language Teacher Education in Sweden and Finland

Stockholms universitet, Institutionen för ämnesdidaktik 2024

The purpose of this study is to investigate the curricular manifestation of summative assessment literacy in language pre-service teacher education at three universities in Sweden and Finland through multiple case studies. Data sources included program guidelines, course curricula, and study guides. A thematic approach was used to analyze the data based on a theoretical framework involving conceptual understandings, skills, and dispositions in summative assessment. The results indicate that all programs emphasize the basic assessment concepts such as validity and alignment and using assessment to inform teaching and learning. However, compared with formative assessment, summative assessment receives less attention in the curriculum. There are differences in addressing summative assessment through stand-alone and embedded courses and in the literacy areas covered. Implications for teacher education to address summative aspects of assessment in line with teachers’ tasks in schools are offered.

pre-service teacher education; curriculum; case study; assessment; language learners; assessment literacy; summative assessment; Didactics; Didaktik; Article in journal; info:eu-repo/semantics/article; text

10.1177.00224871231214799

Open access content. Open access content
info:eu-repo/semantics/restrictedAccess

English

UPE oai:DiVA.org:su-225552
0000-0002-5637-1084
0000-0002-5114-5600
0000-0002-0565-3030
doi:10.1177/00224871231214799
ISI:001115989200001
Scopus 2-s2.0-85179350492
1428089181

UPPSALA UNIV LIBR
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