Anne Dragemark Oscarson
Biographic Data
| ID | 835910 |
|---|---|
| NAME | Anne Dragemark Oscarson |
| GIVEN NAMES | Anne Dragemark |
| FAMILY NAME | Oscarson |
| SIGNATURE | OSCARSON A D |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0002-5637-1084 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| 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…
How Do Swedish Student Teachers Assess their Own Writing Skills in English as a Foreign Language? A Pilot Study
The present paper reports some results from a pilot project where student teachers’ ability to assess their global ability in English, as well as their writing skills, were investigated using the Common European Framework of Reference for Languages (CEFR). Data was generated from a self-assessment and feedback questionnaire administered to a total cohort (N=29) of first-year students of a teacher education programme in English as a Foreign Langua…
No prominent works on this page.
How Do Swedish Student Teachers Assess their Own Writing Skills in English as a Foreign Language? A Pilot Study
The present paper reports some results from a pilot project where student teachers’ ability to assess their global ability in English, as well as their writing skills, were investigated using the Common European Framework of Reference for Languages (CEFR). Data was generated from a self-assessment and feedback questionnaire administered to a total cohort (N=29) of first-year students of a teacher education programme in English as a Foreign Langua…
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) · Mathematics education (4 works) · Medical education (4 works) · Medicine (4 works) · Pedagogy (4 works) · Psychology (4 works) · Second Language Learning and Teaching (4 works) · Student Assessment and Feedback (4 works) · Summative assessment (4 works) · EFL/ESL Teaching and Learning (3 works)