Raili Hilden
Biographic Data
| ID | 835911 |
|---|---|
| NAME | Raili Hilden |
| GIVEN NAMES | Raili |
| FAMILY NAME | Hilden |
| SIGNATURE | HILDEN R |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-5114-5600 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| 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…
Building the foundations for automatic assessment of verbal and nonverbal aspects of spoken interaction in Finnish as a second language
In the paper we describe the theoretical and methodological basis of a multidisciplinary project, Aasis, focusing on automatic assessment of spoken interaction in L2 Finnish. The aim is to describe the project corpora that have been built for developing ASA (Automatic Speaking Assessment), not to study detailed empirical research questions as such even though we present some preliminary results from the data. The goals of the project are novel in…
Developing a digital tool for L2 speaking assessment in low-resourced languages
Previous research on training and assessment of oral skills has mainly focused on English as L2, but since languages and learning contexts vary, it is imperative to study automatic speaking assessment (ASA) in other languages with local relevance as well. This paper summarizes a project which set out to develop a prototype tool to support training and assessment of oral skills in two low-resourced languages, Finnish and Swedish. This project addr…
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…
Teacher educators in Finland and Turkey
The professional development of teacher educators has received global interest worldwide following the notion that teacher educators are profoundly responsible for teacher education quality. Still, research on teacher educator professional development is scarce in Finland and under-researched in Turkey. In this article, the authors examine how teacher educators in two institutes in Finland and Turkey define their roles and knowledge base as teach…
The meaningfulness of two curriculum-based national tests of English as a foreign language
This paper addresses the aspect of the meaningfulness of a national assessment in English as a foreign language, applying the fairness framework proposed by Kunnan (2018). We compared students’ performance on two receptive language skills of listening and reading on two subsequent national evaluations in Finland, taken by students at the end of compulsory basic education and at the end of general upper secondary education, respectively. The resea…
The Perceptions of Student Teachers of Online Pedagogical Courses and Assessment Practices in Finnish Subject Teacher Education
The purpose of this case study was to explore how student teachers at the University of Helsinki perceived pedagogical courses in emergency remote teaching. The dataset consists of the responses of 79 students to an online questionnaire and interviews with five students. Descriptive statistics, multiple linear regression analysis, and content analysis were used to analyze the data. The students pointed out that, on average, teachers have mastered…
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…
What Kind of Feedback is Perceived as Encouraging by Finnish General Upper Secondary School Students
Our main aim in this study was to compare encouraging feedback practices in Finnish general upper secondary foreign language classes and examine how students perceive language teachers’ assessment practices. The participants were 160 students of English, 95 students of Swedish, and 27 students of French from six general upper secondary schools. The data comprised one open-ended question and one Likert scale question with nine items. Both qualitat…
When MT + 2 is not enough
No prominent works on this page.
When MT + 2 is not enough
What Kind of Feedback is Perceived as Encouraging by Finnish General Upper Secondary School Students
Our main aim in this study was to compare encouraging feedback practices in Finnish general upper secondary foreign language classes and examine how students perceive language teachers’ assessment practices. The participants were 160 students of English, 95 students of Swedish, and 27 students of French from six general upper secondary schools. The data comprised one open-ended question and one Likert scale question with nine items. Both qualitat…
The meaningfulness of two curriculum-based national tests of English as a foreign language
This paper addresses the aspect of the meaningfulness of a national assessment in English as a foreign language, applying the fairness framework proposed by Kunnan (2018). We compared students’ performance on two receptive language skills of listening and reading on two subsequent national evaluations in Finland, taken by students at the end of compulsory basic education and at the end of general upper secondary education, respectively. The resea…
The Perceptions of Student Teachers of Online Pedagogical Courses and Assessment Practices in Finnish Subject Teacher Education
The purpose of this case study was to explore how student teachers at the University of Helsinki perceived pedagogical courses in emergency remote teaching. The dataset consists of the responses of 79 students to an online questionnaire and interviews with five students. Descriptive statistics, multiple linear regression analysis, and content analysis were used to analyze the data. The students pointed out that, on average, teachers have mastered…
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…
Teacher educators in Finland and Turkey
The professional development of teacher educators has received global interest worldwide following the notion that teacher educators are profoundly responsible for teacher education quality. Still, research on teacher educator professional development is scarce in Finland and under-researched in Turkey. In this article, the authors examine how teacher educators in two institutes in Finland and Turkey define their roles and knowledge base as teach…
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…
Building the foundations for automatic assessment of verbal and nonverbal aspects of spoken interaction in Finnish as a second language
In the paper we describe the theoretical and methodological basis of a multidisciplinary project, Aasis, focusing on automatic assessment of spoken interaction in L2 Finnish. The aim is to describe the project corpora that have been built for developing ASA (Automatic Speaking Assessment), not to study detailed empirical research questions as such even though we present some preliminary results from the data. The goals of the project are novel in…
Developing a digital tool for L2 speaking assessment in low-resourced languages
Previous research on training and assessment of oral skills has mainly focused on English as L2, but since languages and learning contexts vary, it is imperative to study automatic speaking assessment (ASA) in other languages with local relevance as well. This paper summarizes a project which set out to develop a prototype tool to support training and assessment of oral skills in two low-resourced languages, Finnish and Swedish. This project addr…
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…
Mathematics education (7 works) · Pedagogy (7 works) · Psychology (7 works) · EFL/ESL Teaching and Learning (6 works) · Formative assessment (5 works) · Student Assessment and Feedback (5 works) · Summative assessment (5 works) · Medical education (4 works) · Medicine (4 works) · Second Language Learning and Teaching (4 works)