Birgitta Fröjdendahl
Biographic Data
| ID | 835908 |
|---|---|
| NAME | Birgitta Fröjdendahl |
| GIVEN NAMES | Birgitta |
| FAMILY NAME | Fröjdendahl |
| SIGNATURE | FRÖJDENDAHL B |
| AFFILIATIONS | Stockholm University |
| ORCID | 0000-0002-0565-3030 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Policies and pre-service teacher perspectives on summative assessment literacy in Sweden and Finland
Education policies provide guidelines for testing and grading, but research on such prescriptions and prospective teacher perspectives is scarce. Hence, this qualitative investigation explored evidence-based policies juxtaposed with pre-service language teacher beliefs on summative assessment at three Nordic universities. The conceptual framework included teacher cognition and deliberation, while constructivist grounded theory guided the analysis…
Regulation in Practice
Developing summative assessment literacy for valid instruction is a qualification requirement for language teachers in Sweden. Yet novice teachers may be unprepared for how to implement regulations in practice. They may even experience a reality shock when facing large classes in which knowledge levels and motivation vary substantially or when adjusting to entrenched assessment cultures in schools. Previous research has measured summative assessm…
Teaching Summative Assessment
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 su…
Swedish and Finnish Pre-Service Teachers' Perceptions of Summative Assessment Practices
Summative assessments are an exercise of authority and something that pupils cannot easily appeal. The importance of teachers being able to assess their pupils correctly is consequently both a question of national equivalence and individual fairness. Therefore, summative assessment is a paramount theme in teacher education, and we aimed to investigate the perceptions and competence of student teachers regarding common summative assessment practic…
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Swedish and Finnish Pre-Service Teachers' Perceptions of Summative Assessment Practices
Summative assessments are an exercise of authority and something that pupils cannot easily appeal. The importance of teachers being able to assess their pupils correctly is consequently both a question of national equivalence and individual fairness. Therefore, summative assessment is a paramount theme in teacher education, and we aimed to investigate the perceptions and competence of student teachers regarding common summative assessment practic…
Teaching Summative Assessment
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 su…
Regulation in Practice
Developing summative assessment literacy for valid instruction is a qualification requirement for language teachers in Sweden. Yet novice teachers may be unprepared for how to implement regulations in practice. They may even experience a reality shock when facing large classes in which knowledge levels and motivation vary substantially or when adjusting to entrenched assessment cultures in schools. Previous research has measured summative assessm…
Policies and pre-service teacher perspectives on summative assessment literacy in Sweden and Finland
Education policies provide guidelines for testing and grading, but research on such prescriptions and prospective teacher perspectives is scarce. Hence, this qualitative investigation explored evidence-based policies juxtaposed with pre-service language teacher beliefs on summative assessment at three Nordic universities. The conceptual framework included teacher cognition and deliberation, while constructivist grounded theory guided the analysis…
Formative assessment (4 works) · Student Assessment and Feedback (4 works) · Summative assessment (4 works) · Mathematics education (3 works) · Medical education (3 works) · Medicine (3 works) · Pedagogy (3 works) · Psychology (3 works) · Second Language Learning and Teaching (3 works) · EFL/ESL Teaching and Learning (2 works)