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Publications (10 of 17) Show all publications
Rosenlund, D. & Persson, M. (2024). Historically restricted or historically empowered?: Differences in access to historical content knowledge between low- and high-SES pupils. Curriculum Journal, 35(2), 220-236
Open this publication in new window or tab >>Historically restricted or historically empowered?: Differences in access to historical content knowledge between low- and high-SES pupils
2024 (English)In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 35, no 2, p. 220-236Article in journal (Refereed) Published
Abstract [en]

In the study presented in this article, the aim is to further the understanding regarding the differences between pupils (aged 15-16) from schools with low or high socio-economic status (SES), regarding the amount and diversity of content knowledge in history that they have acquired by the end of compulsory schooling. Following a definition of historical content knowledge, we situate the concept in relation to other aspects of the history school subject. This is done to visualize historical content knowledge's central role in more complex aspects of the subject. The empirical material used in the study is pupils' responses on both selected and constructed response items on the Swedish national test in history. In the study, a combination of qualitative and quantitative approaches is used. The results show not only that pupils in low-SES schools provide fewer examples of historical content knowledge. We can also establish that the historical content knowledge of pupils from high-SES schools represents several perspectives while there are few perspectives present in the responses from pupils in low-SES schools. The results are used to discuss how the differences between pupils in low- and high-SES schools may affect their possibilities for educational success and active participation in society.

Place, publisher, year, edition, pages
John Wiley & Sons, 2024
Keywords
content knowledge, factual knowledge, history education, knowledge types, large-scale assessment, socio-economic status (SES)
National Category
History Educational Sciences
Identifiers
urn:nbn:se:mau:diva-63068 (URN)10.1002/curj.223 (DOI)001058891100001 ()2-s2.0-85169843351 (Scopus ID)
Available from: 2023-10-10 Created: 2023-10-10 Last updated: 2024-04-26Bibliographically approved
Löfström, J., Rosenlund, D. & Weber, B. (2023). Editorial: Assessment and National Exams in Social Studies and Social Sciences. Journal of Social Science Education, 22(2)
Open this publication in new window or tab >>Editorial: Assessment and National Exams in Social Studies and Social Sciences
2023 (English)In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 22, no 2Article in journal, Editorial material (Other academic) Published
Abstract [en]

In the Introduction are outlined some central questions relating to why there has been increased interest toward assessment, evaluation and testing in educational policy in the last 30 years, and what effect this may have had on pedagogy. In the Introduction attention is drawn to the both negative and positive potential that there is in the new emphasising of student assessment.

Place, publisher, year, edition, pages
Bielefeld University, 2023
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-64283 (URN)10.11576/jsse-6594 (DOI)2-s2.0-85165949815 (Scopus ID)
Available from: 2023-12-12 Created: 2023-12-12 Last updated: 2023-12-12Bibliographically approved
Stigmar, M., Lundberg, A., Leijon, M., Auer, N., Rosenlund, D. & Doerr, K. (2023). Round table: University educators’ profession in post-pandemic hybrid higher education teaching and learning environments- opportunities and challenges.. In: : . Paper presented at NERA Conference 2023, Digitalization and Technologies in Education Opportunities and Challenges, 15 -17 March, 2023, Oslo.. Oslo
Open this publication in new window or tab >>Round table: University educators’ profession in post-pandemic hybrid higher education teaching and learning environments- opportunities and challenges.
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2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Oslo: , 2023
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-59198 (URN)
Conference
NERA Conference 2023, Digitalization and Technologies in Education Opportunities and Challenges, 15 -17 March, 2023, Oslo.
Funder
Swedish Research Council
Available from: 2023-04-13 Created: 2023-04-13 Last updated: 2023-04-15Bibliographically approved
Rosenlund, D. (2023). The nature of historical knowledge in large-scale assessments: a study of the relationship between item formats and offerings of epistemic cognition in the Swedish national test in history. Frontiers in Education, 8
Open this publication in new window or tab >>The nature of historical knowledge in large-scale assessments: a study of the relationship between item formats and offerings of epistemic cognition in the Swedish national test in history
2023 (English)In: Frontiers in Education, E-ISSN 2504-284X, Vol. 8Article in journal (Refereed) Published
Abstract [en]

Issues of validity and reliability have an impact on the construction of tests. Since the 2010s, there has been increasing emphasis in Sweden on enhancing reliability in the large-scale test system to combat grade inflation. This study aims to examine how this increased focus on reliability has affected how the nature of historical knowledge is presented in the national test in history. Accordingly, it addresses the following research question: what kinds of epistemic cognition does the test communicate to students? The concept of epistemic cognition builds on Kuhn et al.’s discussion on epistemic understanding, regarding the balance between the objective and subjective dimensions of knowledge. Furthermore, the concept of companion meanings is used to establish a connection between the items in the test and students’ epistemic cognition. The findings show that the selected-response tasks predominantly communicate an objective dimension of historical knowledge, while the constructed-response tasks communicate both subjective and objective dimensions of historical knowledge. The findings regarding the offerings of epistemic cognition are discussed in relation to validity, reliability, item formats and classroom practices.

 

Place, publisher, year, edition, pages
Frontiers Media S.A., 2023
National Category
History
Identifiers
urn:nbn:se:mau:diva-64645 (URN)10.3389/feduc.2023.1253926 (DOI)001130477800001 ()2-s2.0-85180913936 (Scopus ID)
Available from: 2023-12-20 Created: 2023-12-20 Last updated: 2024-02-05Bibliographically approved
Rosenlund, D. (2022). Två olika berättelser om historieämnets komplexitet?: En jämförelse mellan grundskolans kursplan och det nationella provet i historia. In: Joakim Glaser; Julia Håkansson; Martin Lund; Emma Lundin (Ed.), Cross-sections [Tvärsnitt]: Historical Perspectives from Malmö University: [Historiska perspektiv från Malmö universitet] (pp. 103-119). Malmö: Malmö universitet
Open this publication in new window or tab >>Två olika berättelser om historieämnets komplexitet?: En jämförelse mellan grundskolans kursplan och det nationella provet i historia
2022 (English)In: Cross-sections [Tvärsnitt]: Historical Perspectives from Malmö University: [Historiska perspektiv från Malmö universitet] / [ed] Joakim Glaser; Julia Håkansson; Martin Lund; Emma Lundin, Malmö: Malmö universitet, 2022, p. 103-119Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2022
Series
Skrifter med historiska perspektiv, ISSN 1652-2761 ; 28
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-56669 (URN)978-91-7877-251-3 (ISBN)9789178772520 (ISBN)
Available from: 2022-12-14 Created: 2022-12-14 Last updated: 2022-12-16Bibliographically approved
Rosenlund, D. (2021). Att använda bedömningsaspekter i historieämnet. In: David Ludvigsson; Lars Andersson Hult (Ed.), Att bedöma i historieämnet: Perspektiv på historisk kunskap, bedömning och prov (pp. 143-156). Historielärarnas förening
Open this publication in new window or tab >>Att använda bedömningsaspekter i historieämnet
2021 (Swedish)In: Att bedöma i historieämnet: Perspektiv på historisk kunskap, bedömning och prov / [ed] David Ludvigsson; Lars Andersson Hult, Historielärarnas förening , 2021, p. 143-156Chapter in book (Other academic)
Abstract [sv]

I kapitlet används erfarenheter från undervisning, provkonstruktion och forskning om bedömning för att visa hur lärare kan använda bedömningsaspekter i sin bedömnings- och undervisningspraktik. Jag utgår från hurbedömningsaspekter används i bedömningsanvisningarna för nationella prov i historia och exemplen från de nationella proven används sedan för att belysa aspekternas användning vid bedömning av elevsvar och hur lärare på olika sätt kan implementera bedömningsaspekter i sin praktik. Denna mplementering diskuteras sedan utifrån olika bedömningsteoretiska perspektiv.

Place, publisher, year, edition, pages
Historielärarnas förening, 2021
Series
Aktuellt om historia, ISSN 0348-503X
Keywords
Historieundervisning, Bedömning, Nationella prov
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-47055 (URN)978-91-519-7610-5 (ISBN)
Available from: 2021-11-24 Created: 2021-11-24 Last updated: 2021-11-25Bibliographically approved
Rosenlund, D. (2021). ‘Continuity and change’, large‐scale assessment and equity: a study of gender‐related differences regarding conceptual knowledge. Curriculum Journal, 32(5), 315-333
Open this publication in new window or tab >>‘Continuity and change’, large‐scale assessment and equity: a study of gender‐related differences regarding conceptual knowledge
2021 (English)In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 32, no 5, p. 315-333Article in journal (Refereed) Published
Abstract [en]

The study examines how students in Grade 9 handle conceptual knowledge through the concept of continuity and change in the context of large-scale assessment. The research questions address (a) what strategies the students use when they use the two parts of the concept concomitantly and (b) any gender-related differences regarding these strategies. A total of 100 student responses on a specific item in the national test in history are examined. The method of concept analysis is applied to identify the strategies of the students from the two groups. The analytical framework is based on previous research regarding the concept. The results show that just over half of the students use the concept as expected. Boys are overrepresented among the students that struggle with the concept. Any correlation between the identified strategies is discussed in addition to the implications the results may have on equity and education.

Place, publisher, year, edition, pages
British educational research association, 2021
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-43224 (URN)10.1002/curj.84 (DOI)000649833500009 ()2-s2.0-85092444055 (Scopus ID)
Available from: 2021-06-11 Created: 2021-06-11 Last updated: 2024-02-05Bibliographically approved
Rosenlund, D. (2019). Internal consistency in a Swedish history curriculum: a study of vertical knowledge discourses in aims, content and level descriptors (ed.). Journal of Curriculum Studies, 51(1), 84-99
Open this publication in new window or tab >>Internal consistency in a Swedish history curriculum: a study of vertical knowledge discourses in aims, content and level descriptors
2019 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 1, p. 84-99Article in journal (Refereed)
Abstract [en]

The study presented in this article examines the internal consistency of the formal Swedish history curriculum for the upper-secondary school. The research question addresses the extent to which disciplinary aspects—also referred to as vertical knowledge discourses—are transferred from fields of knowledge production to the Swedish formal history curriculum. A qualitative research design is adopted and document content analysis is used to examine the presence of vertical knowledge discourses in the aims, the core content and the level descriptors of the curriculum. The results show that a vertical knowledge discourse is present in two areas of the curriculum: the aims and the section that defines the content of history education. An exception is identified in the section of the curriculum that focuses on assessment, the knowledge requirements. Here, the presence of vertical knowledge is marginal. The conclusion is drawn that there is an inconsistency regarding the presence of vertical knowledge discourses in the Swedish history curriculum. This inconsistency can diminish the availability of vertical knowledge for the students and also lead to a situation where control over history education to some degree is transferred from curriculum designers and teachers to other agents.

Place, publisher, year, edition, pages
Taylor and Francis, 2019
Keywords
Vertical knowledge, Recontextualization, Level descriptors, History education, Curriculum
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-3433 (URN)10.1080/00220272.2018.1513569 (DOI)000455851100005 ()2-s2.0-85053469497 (Scopus ID)26832 (Local ID)26832 (Archive number)26832 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved
Rosenlund, D. (2019). Powerful knowledge and equity: How students from different backgrounds approach procedural aspects of history in large-scale testing (ed.). Nordidactica: Journal of Humanities and Social Science Education (2), 28-49
Open this publication in new window or tab >>Powerful knowledge and equity: How students from different backgrounds approach procedural aspects of history in large-scale testing
2019 (English)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 28-49Article in journal (Refereed)
Abstract [en]

The study takes its point of departure in two interrelated discussions on education. One addresses the extent to which education should include aspects from academic disciplines, while the second addresses observed differences between two groups of students those with a Swedish background and those with a non-Swedish background. The research question is if and how the inclusion of academic aspects in curricula is a factor behind the differences in grades and results on the national test in history. In the study, 100 student responses on one item in the national test in history are examined. Concept analysis is applied to examine the extent to which students from the two groups have command over disciplinary aspects. The model of cognitive representations suggested by Wineburg is used as a theoretical framework. The results show that there are significant differences not only between the two groups of students but also between students within the groups. The results are related to the discussion on knowledge and curriculum, on the one hand and the issue of equity in education on the other.

Place, publisher, year, edition, pages
Karlstad University Press, 2019
Keywords
Vertical knowledge, Curriculum, History education, Equity, Assessment
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-3805 (URN)30391 (Local ID)30391 (Archive number)30391 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-04-26Bibliographically approved
Jönsson, A., Rosenlund, D. & Alvén, F. (2017). Complement or Contamination: A Study of the Validity of Multiple-Choice Items when Assessing Reasoning Skills in Physics (ed.). Frontiers in Education (2(48))
Open this publication in new window or tab >>Complement or Contamination: A Study of the Validity of Multiple-Choice Items when Assessing Reasoning Skills in Physics
2017 (English)In: Frontiers in Education, E-ISSN 2504-284X, no 2(48)Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to investigate the validity of using multiple-choice (MC) items as a complement to constructed-response (CR) items when making decisions about student performance on reasoning tasks. CR items from a national test in physics have been reformulated into MC items and students’ reasoning skills have been analyzed in two substudies. In the first study, 12 students answered the MC items and were asked to explain their answers orally. In the second study, 102 students from five randomly chosen schools answered the same items. Their answers were scored, and the frequency of correct answers was calculated for each of the items. The scores were then compared to a sample of student performance on the original CR items from the national test. Findings suggest that results from MC items might be misleading when making decisions about student performance on reasoning tasks, since students use other skills when answering the items than is intended. Results from MC items may also contribute to an overestimation of students’ knowledge in science.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2017
Keywords
argumentation skills, assessment, multiple-choice items, national testing, socio-scientific issues
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-14541 (URN)10.3389/feduc.2017.00048 (DOI)2-s2.0-85050149995 (Scopus ID)23333 (Local ID)23333 (Archive number)23333 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2024-02-05Bibliographically approved
Projects
Student backgrounds and types of knowledge with different degrees of complexityThe Corona Crash Course: Covid-19 and digitalisation, implications for higher education teaching and learning; Malmö University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9862-2470

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