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  • 1.
    Forsberg, Eva
    et al.
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Lundahl, Christian
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Kunskapsbedömningar som styrmedia2006In: Utbildning & Demokrati, Vol. 15, no 3, p. 7-29Article in journal (Other scientific)
  • 2.
    Lundahl, Christian
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Att samla in, publicera och använda skolresultat i de nordiska länderna.2010Report (Other academic)
  • 3.
    Lundahl, Christian
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Bedömning för lärande2011Book (Other academic)
  • 4.
    Lundahl, Christian
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Inter/national assessments as national curriculum: the case of Sweden2008In: An Atlantic Crossing? : The work of the International Examination Inquiry, its researchers, methods and influence, Oxford: Symposium books , 2008, p. 157-180Chapter in book (Other academic)
  • 5.
    Lundahl, Christian
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Kunskapsbedömningens historia2007In: Sporre eller otyg: om bedömning och betyg, Stockholm: Lärarförbundets förlag , 2007, p. 51-68Chapter in book (Other (popular scientific, debate etc.))
  • 6.
    Lundahl, Christian
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Nationella prov – ett redskap med tvetydiga syften2010In: Bedömning i och av skolan: - praktik, principer, politik / [ed] Lundahl, C. & M. Folke-Fichtelius, Lund: Studentlitteratur , 2010, 1:1, p. 224-242Chapter in book (Other academic)
  • 7.
    Lundahl, Christian
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Skolbedömningens pedagogiska och administrativa dimensioner2010In: Bedömning i och av skolan - praktik, principer, politik / [ed] Lundahl, C & M. Folke-Fichtelius, Lund: Studentlitteratur , 2010, 1:1, p. 299-314Chapter in book (Other academic)
  • 8.
    Lundahl, Christian
    Uppsala University.
    Varför nationella prov?: -framväxt, dilemman, möjligheter2009 (ed. 1:1)Book (Other academic)
  • 9.
    Lundahl, Christian
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Folke-Fichtelius, MariaUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Bedömning i och av skolan: praktik, principer, politik2010Collection (editor) (Other academic)
  • 10.
    Lundahl, Christian
    et al.
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Forsberg, Eva
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    Kunskapsbedömningar i förändring – utvärdering, betyg och nationella prov2006In: Skolans kontrollregim: Ett kontraproduktivt system för styrning?, HSL Förlag. Stockholm. , 2006Chapter in book (Other scientific)
  • 11.
    Lundahl, Christian
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Jönsson, Anders
    Malmö Högskola.
    Ännu en gång fuskar regeringen i betygsfrågan2010Other (Other (popular science, discussion, etc.))
  • 12.
    Lundahl, Christian
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Pettersson, Daniel
    Den svenska skolans resultat. Från standardprov till PISA2010In: PISA - sannheten om skolen? / [ed] Eyvind Elstad och Kirsten Sivesind, Oslo: Universitetsforlaget , 2010, p. 222-245Chapter in book (Refereed)
  • 13.
    Lundahl, Christian
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Román, Henrik
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Regeringen sent ute med tidiga betyg2010Other (Other (popular science, discussion, etc.))
  • 14.
    Lundahl, Christian
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Román, Henrik
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Riis, Ulla
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Tidigt ute med sena betyg – sent ute med tidiga!: Svensk betygspolitik i ljuset av internationell betygsforskning och betygsättningen i Europa2010Report (Other academic)
    Abstract [sv]

    Våren 2010 presenterade regeringen betänkandet Betyg från årskurs 6 i grund-skolan (Ds 2010:15) i vilket två förslag till viktiga förändringar lanseras när det gäller grundskolans betygssystem: Dels införandet av en sexgradig betygsskala, dels införandet av betyg fr.o.m. höstterminen i årskurs 6.

    Betänkandet remitterades till bland andra vårt universitet och för Pedagogiska institutionens räkning utarbetade vi ett yttrande. Rapporten är en bearbetning av institutionens yttrande. 

    Download full text (pdf)
    FULLTEXT01
  • 15.
    Lundahl, Christian
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Waldow, Florian
    Humbult universität.
    Standardisation and ”quick languages”: The shape-shifting of standardised measurement of pupil achievement in Sweden and Germany2009In: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 45, no 3, p. 365-385Article in journal (Refereed)
    Abstract [en]

    The article discusses the entry of standardised measurement into the educational systems of Sweden and Germany and the processes of shape-shifting associated with this process. In the first part of the article, we investigate how standardised measurement challenged existing ways of conceiving education in Sweden and Germany during the first half of the twentieth century, leading to the introduction of a system of national tests in Sweden, but not in Germany. In the second part of the article, we explore standards-based reform in Sweden and Germany contemporaneously, including the role played by standardised measurement in this process. We analyse how psychometrics functioned as a 'quick language', i.e. a shorthand means of communication in educational matters, and the role it played in processes of shape-shifting of standardised measurement, i.e. transformations in directions very different from that which early proponents of standardised measurement had envisaged.

  • 16. Lundahl, Christian
    et al.
    Waldow, Florian
    Humbolt universität, Comparative education centre.
    Standardisation and 'quick languages': the shape-shifting of standardisedmeasurement of pupil achievement in Sweden and Germany2009In: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 45, no 3, p. 365-385Article in journal (Refereed)
    Abstract [en]

    The article discusses the entry of standardised measurement into the educationalsystems of Sweden and Germany and the processes of shape-shifting associatedwith this process. In the first part of the article, we investigate how standardisedmeasurement challenged existing ways of conceiving education in Sweden andGermany during the first half of the twentieth century, leading to the introductionof a system of national tests in Sweden, but not in Germany. In the second part ofthe article, we explore standards-based reform in Sweden and Germanycontemporaneously, including the role played by standardised measurement in thisprocess. We analyse how psychometrics functioned as a ‘quick language’, i.e. ashorthand means of communication in educational matters, and the role it playedin processes of shape-shifting of standardised measurement, i.e. transformations indirections very different from that which early proponents of standardisedmeasurement had envisaged.

1 - 16 of 16
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