Swedish and Finnish Pre-Service Teachers' Perceptions of Summative Assessment Practices
Bibliographic Data
| ID | 5900819 |
|---|---|
| Authors | Raili Hilden (0000-0002-5114-5600, University of Helsinki, corresponding author), Anne Dragemark Oscarson (0000-0002-5637-1084, University of Gothenburg), Asiye Yildirim (0000-0001-7350-0741, University of Gothenburg), Birgitta Fröjdendahl (0000-0002-0565-3030, Stockholm University) |
| Year | 2022 |
| Volume | 7 |
| Issue | 1 |
| Pages | 10 |
| Publication date | 2022-01-05 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages7010010 |
| OpenAlex | W4206201436 |
| Language | EN |
| Citations received | 2 |
| References cited | 37 |
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 practices. The study was conducted at three universities, two in Sweden and one in Finland involving prospective language teachers responding to an online survey (N = 131). In addition, interviews were carried out with 20 Swedish and 6 Finnish student teachers. The analysis of the data indicates that student teachers value practices that enhance communication and collaboration as well as the curricular alignment of summative assessments. With respect to perceived competence, the respondents in general felt most confident with deploying traditional forms of summative assessment, while they were more uncertain about process evaluation and oral skills. Regarding significant differences in the participants' perceptions of competence among the three universities, Finnish university students reported higher levels in all variables. However, room for improvement was found at all universities involved
Appeal · Competence (human resources · Formative assessment · Mathematics education · Medical education · Pedagogy · Perception · Political science · Summative assessment · Medicine · Psychology · Second Language Learning and Teaching · Social Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies
Assessment Literacy of Foreign Language Teachers
Exploring Teacher Candidates' Assessment Literacy
Assessment Literacy for the Language Classroom
The distinctive characteristics of foreign language teachers
Educational Assessment Knowledge and Skills for Teachers
Validating the Interpretations and Uses of Test Scores
Language assessment training in Hong Kong
Constructing a language assessment knowledge base
Outcomes-based assessment in practice
Communicating the theory, practice and principles of language testing to test stakeholders
Implementing summative assessment with a formative flavour
A person-centered analysis of teacher candidates’ approaches to assessment
Teacher assessment literacy in practice
Teacher assessment literacy
The impact of in-service teacher education on language teachers’ beliefs
Mapping language teachers’ conceptions of student assessment procedures in relation to grading
Revisiting second language portfolio assessment in a new age
Introduction to Beliefs about SLA revisited
Assessment – Summative and Formative – Some Theoretical Reflections
Textbook trends in teaching language testing
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |