Eva Hartell - Academia.edu (original) (raw)
Papers by Eva Hartell
As technological advances connect countries from across the world, preparing students to contribu... more As technological advances connect countries from across the world, preparing students to contribute to an internationally connected society is paramount. An understanding of the various cultures, traditions, values, and educational practices is necessary for a more-fully integrated and preparatory curriculum. Specifically, we contend that in the area of open-ended design, identifying cultural, regional, and local preferences is a necessary undertaking to assist in preparing students for success in future endeavors. However, as open-ended design is an area that can be challenging to assess and implement, effectively identifying the design values and preferences unique to different locations are necessary. Identifying these preferences and values across locations may help illuminate best-practices to the teaching and learning for an increasingly culturally-sensitive open-ended design process. In this study, 706 American middle school students participated in an open-ended design project and submitted both prototypes and portfolios for their projects. Panels of teachers and researchers from the United States, England, Ireland, and Sweden were recruited to judge the student work through Adaptive Comparative Judgment (ACJ). Each panel was trained on the ACJ software (CompareAssess), introduced to the assignment and the assessment criteria, and provided a login to complete the ACJ. Through the final student project rankings, emerging from each of the judge panels in the ACJ process, highlighted large variations from region to region with only a few student projects appearing in the top ten rank for all regions. Comments provided by the judges, which explain the rationale behind their ACJ decisions, highlighted themes related to significant design values of each region. The identified values may help to enhance design and design-based learning across an internationally-connected society through an understanding of cultural similarities and differences.QC 20180627</p
Adaptive comparative judgment (ACJ), a relatively new approach to assessment, has proven valid, r... more Adaptive comparative judgment (ACJ), a relatively new approach to assessment, has proven valid, reliable, and feasible for the assessment of open-ended design problems. The use of ACJ for assessmen ...
Bloomsbury Academic eBooks, 2023
Advocates of assessment ‘for’ learning argue for its use as a diagnostic tool to support direct a... more Advocates of assessment ‘for’ learning argue for its use as a diagnostic tool to support direct and meaningful feedback in a way that is a pedagogical feed-forward. Implementations and interpretat ...
Programming was introduced as a core-content in the Swedish national curriculum during a 2018 rev... more Programming was introduced as a core-content in the Swedish national curriculum during a 2018 revision. The introduction of programming as part of Technology and Mathematics has been surrounded wit ...
The K-ULF project is part of a Swedish government initiative, to develop and evaluate sustainable... more The K-ULF project is part of a Swedish government initiative, to develop and evaluate sustainable collaboration models for empirical participatory research. The primary aim is to strengthen the research base for educational practice in schools through integrating the teaching profession and its development with university research and teacher education. Participatory research and co-design of teaching and learning studies is seen as a way to achieve the aim of strengthening the scientific ground and proven experience in education on a national level. Within the context of this initiative K-ULF places particular emphasis on egalitarianism in the context of schools and education. The project explores the role of practical work (laboratories and experimental curricula) on digital competencies and language development in STEM education. Studies conducted following the K-ULF model are a collaborative venture gathering teachers, teacher students, teacher educators and educational research...
The number of Swedish students applying to technical education is decreasing, and this fact will ... more The number of Swedish students applying to technical education is decreasing, and this fact will lead to a severe shortage of engineers in a just a decade. As an example, the candidates applying to ...
Frontiers Research Topics
Assessment of Transversal Skills in STEM (ATSSTEM) is an innovative policy experimentation projec... more Assessment of Transversal Skills in STEM (ATSSTEM) is an innovative policy experimentation project, which aims to enhance digital assessment of students’ transversal skills in STEM. This Erasmus+ project is situated in primary and secondary schools in and run between 2019– 2022. The Department of Education in Haninge municipality and the Department of Learning at KTH Royal Institute of Technology partake in the ATSSTEM partner network together with 11 other educational institutions, operating on different levels of the educational system across 8 European countries. Integrated STEM learning activities focusing Agenda 2030 is developed and piloted together with teachers in 7 primary and secondary schools in Haninge municipality in Sweden. Following regular ethical requirements for educational research projects; the research team seeks informed consent from the students’ guardians as the students involved are underaged. The pilot schools in municipality of Haninge are fortunate to hav...
Techne serien - Forskning i slöjdpedagogik och slöjdvetenskap, Apr 26, 2021
The tacit knowledge ofrecognizing quality in student work is difficult to explicate in words, con... more The tacit knowledge ofrecognizing quality in student work is difficult to explicate in words, concepts like gut feeling or intuition is sometimes used. Is it possible to reveal such knowledge? Adaptive Comparative Judgment (ACJ) shows a high degree of consistency among teacherswhen assessing quality in student work. Central to the method is that judges assess the quality of student work and write a comment where their choices are justified. The ACJ procedure,combined with providing comments,makes the implicit ability of assessment to some extent explicit. In this paper, we explore possibilities to combine ACJ with Repertory Grid Technique (RGT) to make in-depth analysis of technology teachers’ assessment practice. The theoretical framework of RGT follows the argument that we interpret our world based on our experiencesand provides argumentsfor claiming that teachers with similar education and work experiences have shared values in their professional practice. Consequently, teachers’ agreement in assessments in the ACJ studies can be a result of shared experiences. This study is a follow-up of a previous study (Hartell, Isaksson Persson, Bartholomew & Strimel, 2018);reasoning will be further investigated and new insights on how to combine ACJ and RGT is reported in this paper.QC 20210521</p
This paper focu ses on teachers’ assessment practices in primary and lower secondary technology e... more This paper focu ses on teachers’ assessment practices in primary and lower secondary technology education, contributing to the fields of technology education and educational assessment. The paper is based on a recently published doctoral thesis (Hartell, 2015) and covers different aspects of teachers’ assessment practices in technology education, teachers’ formal documenting practices, primary teachers’ minute -by-minute classroom formative assessment, teachers’ views on assessment, and teachers’ criteria for success while assessing students’ e - portfolios. The results show that teachers’ assessment practices are complex and that teachers work with assessment in different ways. However, they are situated in an educational environment that is not supportive enough in the important endeavour of bridging teaching and learning in technology. Conclusion of thesis is therefor that affordance for teachers’ assessment practices must be increased. The conference presentation will focus on s...
What is it called and how does it work? : Investigating classroom assessment through teachers'... more What is it called and how does it work? : Investigating classroom assessment through teachers' tests in elementrary technology education.
Technology education is by far the most contemporary and rich discipline aiming to prepare learne... more Technology education is by far the most contemporary and rich discipline aiming to prepare learners for the future. It changes rapidly as society changes, while also nurturing historical perspectives. To prepare our youths for the future, technology education must occupy greater space and play a larger role in school to allow every boy and girl the opportunity to exceed their potential, both for themselves and for society. Understanding, developing and supporting this quest is challenging for schools, teachers and researchers. Developing instruction is key, and bridging educational research and practice gives us greater potential to succeed. It is well known that embedding formative assessment into classroom instruction is key to student success; however, this is not as simple as it seems. This article highlights the complexity of embedding formative assessment. Further, by combining theory and practice, it provides some suggestions on how to provide affordances for teachers’ classr...
As technological advances connect countries from across the world, preparing students to contribu... more As technological advances connect countries from across the world, preparing students to contribute to an internationally connected society is paramount. An understanding of the various cultures, traditions, values, and educational practices is necessary for a more-fully integrated and preparatory curriculum. Specifically, we contend that in the area of open-ended design, identifying cultural, regional, and local preferences is a necessary undertaking to assist in preparing students for success in future endeavors. However, as open-ended design is an area that can be challenging to assess and implement, effectively identifying the design values and preferences unique to different locations are necessary. Identifying these preferences and values across locations may help illuminate best-practices to the teaching and learning for an increasingly culturally-sensitive open-ended design process. In this study, 706 American middle school students participated in an open-ended design project and submitted both prototypes and portfolios for their projects. Panels of teachers and researchers from the United States, England, Ireland, and Sweden were recruited to judge the student work through Adaptive Comparative Judgment (ACJ). Each panel was trained on the ACJ software (CompareAssess), introduced to the assignment and the assessment criteria, and provided a login to complete the ACJ. Through the final student project rankings, emerging from each of the judge panels in the ACJ process, highlighted large variations from region to region with only a few student projects appearing in the top ten rank for all regions. Comments provided by the judges, which explain the rationale behind their ACJ decisions, highlighted themes related to significant design values of each region. The identified values may help to enhance design and design-based learning across an internationally-connected society through an understanding of cultural similarities and differences.QC 20180627</p
Adaptive comparative judgment (ACJ), a relatively new approach to assessment, has proven valid, r... more Adaptive comparative judgment (ACJ), a relatively new approach to assessment, has proven valid, reliable, and feasible for the assessment of open-ended design problems. The use of ACJ for assessmen ...
Bloomsbury Academic eBooks, 2023
Advocates of assessment ‘for’ learning argue for its use as a diagnostic tool to support direct a... more Advocates of assessment ‘for’ learning argue for its use as a diagnostic tool to support direct and meaningful feedback in a way that is a pedagogical feed-forward. Implementations and interpretat ...
Programming was introduced as a core-content in the Swedish national curriculum during a 2018 rev... more Programming was introduced as a core-content in the Swedish national curriculum during a 2018 revision. The introduction of programming as part of Technology and Mathematics has been surrounded wit ...
The K-ULF project is part of a Swedish government initiative, to develop and evaluate sustainable... more The K-ULF project is part of a Swedish government initiative, to develop and evaluate sustainable collaboration models for empirical participatory research. The primary aim is to strengthen the research base for educational practice in schools through integrating the teaching profession and its development with university research and teacher education. Participatory research and co-design of teaching and learning studies is seen as a way to achieve the aim of strengthening the scientific ground and proven experience in education on a national level. Within the context of this initiative K-ULF places particular emphasis on egalitarianism in the context of schools and education. The project explores the role of practical work (laboratories and experimental curricula) on digital competencies and language development in STEM education. Studies conducted following the K-ULF model are a collaborative venture gathering teachers, teacher students, teacher educators and educational research...
The number of Swedish students applying to technical education is decreasing, and this fact will ... more The number of Swedish students applying to technical education is decreasing, and this fact will lead to a severe shortage of engineers in a just a decade. As an example, the candidates applying to ...
Frontiers Research Topics
Assessment of Transversal Skills in STEM (ATSSTEM) is an innovative policy experimentation projec... more Assessment of Transversal Skills in STEM (ATSSTEM) is an innovative policy experimentation project, which aims to enhance digital assessment of students’ transversal skills in STEM. This Erasmus+ project is situated in primary and secondary schools in and run between 2019– 2022. The Department of Education in Haninge municipality and the Department of Learning at KTH Royal Institute of Technology partake in the ATSSTEM partner network together with 11 other educational institutions, operating on different levels of the educational system across 8 European countries. Integrated STEM learning activities focusing Agenda 2030 is developed and piloted together with teachers in 7 primary and secondary schools in Haninge municipality in Sweden. Following regular ethical requirements for educational research projects; the research team seeks informed consent from the students’ guardians as the students involved are underaged. The pilot schools in municipality of Haninge are fortunate to hav...
Techne serien - Forskning i slöjdpedagogik och slöjdvetenskap, Apr 26, 2021
The tacit knowledge ofrecognizing quality in student work is difficult to explicate in words, con... more The tacit knowledge ofrecognizing quality in student work is difficult to explicate in words, concepts like gut feeling or intuition is sometimes used. Is it possible to reveal such knowledge? Adaptive Comparative Judgment (ACJ) shows a high degree of consistency among teacherswhen assessing quality in student work. Central to the method is that judges assess the quality of student work and write a comment where their choices are justified. The ACJ procedure,combined with providing comments,makes the implicit ability of assessment to some extent explicit. In this paper, we explore possibilities to combine ACJ with Repertory Grid Technique (RGT) to make in-depth analysis of technology teachers’ assessment practice. The theoretical framework of RGT follows the argument that we interpret our world based on our experiencesand provides argumentsfor claiming that teachers with similar education and work experiences have shared values in their professional practice. Consequently, teachers’ agreement in assessments in the ACJ studies can be a result of shared experiences. This study is a follow-up of a previous study (Hartell, Isaksson Persson, Bartholomew & Strimel, 2018);reasoning will be further investigated and new insights on how to combine ACJ and RGT is reported in this paper.QC 20210521</p
This paper focu ses on teachers’ assessment practices in primary and lower secondary technology e... more This paper focu ses on teachers’ assessment practices in primary and lower secondary technology education, contributing to the fields of technology education and educational assessment. The paper is based on a recently published doctoral thesis (Hartell, 2015) and covers different aspects of teachers’ assessment practices in technology education, teachers’ formal documenting practices, primary teachers’ minute -by-minute classroom formative assessment, teachers’ views on assessment, and teachers’ criteria for success while assessing students’ e - portfolios. The results show that teachers’ assessment practices are complex and that teachers work with assessment in different ways. However, they are situated in an educational environment that is not supportive enough in the important endeavour of bridging teaching and learning in technology. Conclusion of thesis is therefor that affordance for teachers’ assessment practices must be increased. The conference presentation will focus on s...
What is it called and how does it work? : Investigating classroom assessment through teachers'... more What is it called and how does it work? : Investigating classroom assessment through teachers' tests in elementrary technology education.
Technology education is by far the most contemporary and rich discipline aiming to prepare learne... more Technology education is by far the most contemporary and rich discipline aiming to prepare learners for the future. It changes rapidly as society changes, while also nurturing historical perspectives. To prepare our youths for the future, technology education must occupy greater space and play a larger role in school to allow every boy and girl the opportunity to exceed their potential, both for themselves and for society. Understanding, developing and supporting this quest is challenging for schools, teachers and researchers. Developing instruction is key, and bridging educational research and practice gives us greater potential to succeed. It is well known that embedding formative assessment into classroom instruction is key to student success; however, this is not as simple as it seems. This article highlights the complexity of embedding formative assessment. Further, by combining theory and practice, it provides some suggestions on how to provide affordances for teachers’ classr...