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Vilka typer av uppgifter gynnar elever som följer kursplanen i svenska som andraspråk?: En undersökning med data från de nationella proven i geografi.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University.ORCID iD: 0000-0002-5846-5076
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
2018 (Swedish)In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 12, no 4, article id 5Article in journal (Refereed) Published
Abstract [sv]

Elever med utländsk bakgrund tenderar att prestera sämre än svenskfödda elever i skolan primärt på grund av sämre kunskaper i det svenska språket. Utifrån statistisk analys (Differential item functioning) identifieras uppgifter från de nationella proven i geografi (2014 – 2017) där elever som följer kursplanen i svenska som andraspråk klarar sig avsevärt mycket bättre - eller sämre - än förväntat. Tidigare forskning har visat att geografiska begrepp är särskilt svåra för elever som inte har svenska som modersmål, vilket också  påvisas i denna studie. Den visar att det särskilt är uppgifter med lite text som handlar om geografiska begrepp som uppvisar större skillnader i prestationer mellan elever som följer kursplanen i svenska respektive svenska som andraspråk. Resultaten kan stödja såväl lärare som provkonstruktörer att bättre anpassa undervisning och prov genom att undvika att skapa uppgifter som mäter irrelevanta bakgrundsfaktorer som påverkar elevernas möjligheter att besvara uppgifter på ett adekvat vis utifrån deras kunskapsnivåer.

Abstract [en]

Pupils born outside Sweden are likely to accomplish less in comparison to native pupils, primarily as a result of inferior knowledge of the Swedish language. Based on a statistical analysis (Differential item functioning) of questions given at national tests in geography (2014-2017), it was possible to identify questions where pupils following the syllabus of Swedish as a second language attain either considerably better or more inferior results than expected. Earlier research has shown that pupils whose native language is not Swedish find it particularly hard to comprehend geographic concepts, which was confirmed by the present study. This study furthermore revealed that in particular questions containing a limited amount of text concerning geographic concepts resulted in larger differences than expected between native pupils following the syllabus in Swedish and foreign born pupils following the syllabus in Swedish as a second language. These findings could aid teachers and test constructors in their efforts to adjust teaching and tests by not formulating questions that measure irrelevant background factors, which might affect the pupils’ ability to answer questions adequately, based on their level of knowledge.

Place, publisher, year, edition, pages
2018. Vol. 12, no 4, article id 5
National Category
Didactics
Identifiers
URN: urn:nbn:se:uu:diva-372288DOI: 10.5617/adno.6286OAI: oai:DiVA.org:uu-372288DiVA, id: diva2:1275681
Available from: 2019-01-07 Created: 2019-01-07 Last updated: 2019-07-16Bibliographically approved

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Alm Fjellborg, AndreasMolin, Lena

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