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"Dom var liksom inte inom en viss fyrkantig ram": En kvalitativ studie om hur lärare som undervisar i årskurs 3-6 bedömer elevers multimodala texter i svenskämnet
Jönköping University, School of Education and Communication.
2019 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
“They were not within the box.” : A qualitative study of how teachers who teach in grade 3-6 assess students’ multimodal texts in the subject Swedish. (English)
Abstract [sv]

Syftet med den här studien är att undersöka hur lärare som undervisar i årskurs 3-6 i grundskolan bedömer elevers multimodala texter i ämnet svenska, för att belysa vilka semiotiska modaliteter som framhålls som betydelsefulla och varför. Studien utgår ifrån ett sociokulturellt perspektiv. För att besvara forskningsfrågorna i studien användes en kvalitativ metod i form av semistrukturerade intervjuer. Fem lärare som undervisar i årskurs 3-6 intervjuades om sina erfarenheter av att bedöma multimodala texter i ämnet svenska.

Resultatet visar att det är viktigt för lärarnas bedömning att elever kan skapa texter som kombinerar typografisk text och bild. Bedömningen av elevernas bilder varierar eftersom vissa av lärarna har bedömningskriterier för den semiotiska modaliteten bild medan andra inte har det.  När elever skapar multimodala texter som innehåller typografisk text blir den typografiska texten oftast den semiotiska modaliteten som är viktigast i lärarnas bedömning. Däremot när elevers multimodala texter kombinerar muntligt framförande och typografisk text är det den muntliga förmågan som får störst betydelse. Det stöd som lärarna beskriver sig få från läroplanen i svenska härrör främst till kriteriet att eleverna ska kunna kombinera typografisk text med bild och ljud.

Abstract [en]

The aim of this study is to investigate how teachers who teaches in grades 3-6 assess students' multimodal texts in the school subject Swedish, to highlight which semiotic modalities are emphasized as important in teacher assessments of students' multimodal texts and the reasons behind it. The study is based on a socio-cultural perspective. To answer the research questions of the study, a qualitative method was used in form of semi-structured interviews. Five teachers who teach in grades 3-6 were interviewed about their experiences of assessing multimodal texts in the school subject Swedish.

The result shows that it is important for the teachers' assessments that the students could create texts that combine typographic texts and images. The assessment of the students' images varies, as some of the teachers have assessment criteria for the picture itself and others do not.  When students are instructed to create multimodal texts that contain typographical text, the typographic text is usually the semiotic modality that is most important in teacher assessments. However, when students' multimodal texts combine spoken language and typographical text, the oral ability is considered the most significant. The support that the teachers describe they receive from the Swedish curriculum derives from the criteria that students should be able to combine typographical texts with images and sounds.

Place, publisher, year, edition, pages
2019. , p. 33
Keywords [en]
Multimodal texts, Assesments, Education
Keywords [sv]
Multimodala texter, Bedömning, Undervisning
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-44584ISRN: JU-HLK-JU-2-20190762OAI: oai:DiVA.org:hj-44584DiVA, id: diva2:1326066
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Available from: 2019-06-19 Created: 2019-06-17 Last updated: 2019-06-19Bibliographically approved

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Citation style
  • apa
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