Malmö University Publications
Change search
Refine search result
1 - 17 of 17
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Eliasson, Per
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).
    Alvén, Fredrik
    Malmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).
    Axelsson Yngvéus, Cecilia
    Malmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).
    Rosenlund, David
    Malmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).
    Historical Consciousness and Historical Thinking Reflectedin Large-Scale Assessment in Sweden2015In: New Directions in Assessing Historical Thinking / [ed] Kadriye Ercikan, Peter Seixas, Routledge, 2015, p. 171-181Chapter in book (Other academic)
  • 2.
    Eliasson, Per
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).
    Alvén, Fredrik
    Malmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).
    Rosenlund, David
    Malmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).
    Rudnert, Joel
    Malmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).
    Zander, Ulf
    Det är smart att använda historia i nya händelser...: Historiebruk i skola och samhälle2012In: Historiedidaktik i Norden 9: Del 1: Historiemedvetande - Historiebruk / [ed] Per Eliasson, KG Hammarlund, Erik Lund, Carsten Nielsen, Malmö högskola, 2012, p. 257-258Chapter in book (Other academic)
    Download full text (pdf)
    FULLTEXT01
  • 3. Jönsson, Anders
    et al.
    Rosenlund, David
    Malmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).
    Alvén, Fredrik
    Malmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).
    Complement or Contamination: A Study of the Validity of Multiple-Choice Items when Assessing Reasoning Skills in Physics2017In: Frontiers in Education, E-ISSN 2504-284X, no 2(48)Article in journal (Refereed)
    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.

    Download full text (pdf)
    FULLTEXT01
  • 4.
    Löfström, Jan
    et al.
    University of Turku.
    Rosenlund, David
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Weber, Birgit
    University of Cologne, Cologne, Germany.
    Editorial: Assessment and National Exams in Social Studies and Social Sciences2023In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 22, no 2Article in journal (Other academic)
    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.

    Download full text (pdf)
    fulltext
  • 5.
    Rosenlund, David
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Att använda bedömningsaspekter i historieämnet2021In: 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.

    Download full text (pdf)
    Att använda bedömningsaspekter
  • 6.
    Rosenlund, David
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Att hantera historia med ett öga stängt: Samstämmighet mellan historia A och lärares prov och uppgifter2011Licentiate thesis, monograph (Other academic)
    Abstract [en]

    In this licentiate thesis is the focus is on what tools for handling historical information that is mentioned in the standards for history education in the Swedish upper-secondary school. To what extent these tools are made available for the students by their teachers is also investigated. That is done, by looking at teachers assessment materials. The results show a very low degree of alignment between the standards and the teacher made assessment materials. Theories of history didactics are used to shed light on the results. The pattern that evolves show that most teachers only handle a small part of the standards.

    Download full text (pdf)
    FULLTEXT01
  • 7.
    Rosenlund, David
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    ‘Continuity and change’, large‐scale assessment and equity: a study of gender‐related differences regarding conceptual knowledge2021In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 32, no 5, p. 315-333Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 8.
    Rosenlund, David
    Malmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).
    History education as content, methods or orientation?: a study of curriculum prescriptions, teacher-made tasks and student strategies2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Historical content, historical methods and historical orientation are three aspects that may be included in history education. This study first examines the emphases which are included in formal curricula texts and then those which are included in teacher-made tasks. The results show that the curricula of history education includes historical content, orientation and methods, yet history teachers focus almost exclusively on the historical content. In a second step, this study examines the strategies with which students may process and combine elements from the three emphases of content, orientation and methods. The results provide insight into what strategies the students use and how they process the relationship between historical knowledge, historical methods and historical orientation.

  • 9.
    Rosenlund, David
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Internal consistency in a Swedish history curriculum: a study of vertical knowledge discourses in aims, content and level descriptors2019In: 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.

    Download full text (pdf)
    FULLTEXT01
  • 10.
    Rosenlund, David
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Powerful knowledge and equity: How students from different backgrounds approach procedural aspects of history in large-scale testing2019In: 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.

    Download full text (pdf)
    FULLTEXT01
  • 11.
    Rosenlund, David
    Malmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).
    Source criticism in the classroom: An empiricist straitjacket on pupils’ historical thinking?2015In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 2, no 1, p. 47-57Article in journal (Refereed)
    Abstract [en]

    The concept of source criticism has long had a central role in Swedish history curricula. In this essay, the concept is analysed in three contexts. First, a growing epistemological discrepancy is identified over time with regard to the ways in which the aim of history teaching and the use of source criticism is set down in school curricula. The aim of teaching history has changed towards a more post-structuralist approach, while the concept of source criticism is still described from a more empiricist, epistemological stance. In a second context, Swedish history textbooks are found to use the concept of source criticism in an empiricist, epistemological way. In a third context, upper secondary pupils seem to be confused, navigating between two incompatible epistemological views of historical knowledge. The essay ends with a discussion on how to convert the use of source criticism - from the strait jacket it seems to put on pupils historical thinking, to the necessary and helpful tool it should be.

    Download full text (pdf)
    fulltext
  • 12.
    Rosenlund, David
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Subject Construction, Assessment, and Alignment in History Education2011Conference paper (Other academic)
    Abstract [en]

    The topic of my research is the degree of alignment between standards and assessment in the history A-level course in the Swedish upper secondary school. The aim is to measure the alignment and find explanations for the degree in general and for differences, if any, among the teachers. The theoretical backdrop for my research is (a) assessment theories about curriculum validity and the validity of assessment and (b) theories of history education. These two theoretical frameworks are chosen for their ability to clarify the relationship between the standards and the teacher made assessment material. My research relies on both quantitative and qualitative methods. The teachers in the study are chosen by single random sampling, using cluster sampling in two stages. First 35 schools were selected and then one history teacher at each school was selected. 23 teachers have contributed with all the written assessment material used in one course. The material comprises of tests and instructions for various assignments. The standards and the items in the assessment material are categorised, by qualitative text analyses, using Blooms revised taxonomy. A comparison between standards and assessment has been made with regard to two perspectives, balance and share. Five teachers in the sample have been interviewed in order to find out about their assessment strategies. They have been chosen on the basis of their assessment materials alignment with the standards. The strategies found have been used, together with the theoretical framework, to explain the degree of alignment of all teachers in average as well as the differences in alignment between teachers. The results indicate weak alignment between standards and assessment in average. There also seem to be differences between teachers. The interviews indicate that both (a) factors specific to the subject of history and (b) factors external to the subject can help explaining the alignment results. Subject specific factors, among others, are views on subject construction and definition of standards cognitive complexity. External factors are the absence of both assessment education and professional discussions about assessment at work. A tentative conclusion is that assessment can be regarded as both a subject specific and a general competence.

    Download full text (pdf)
    FULLTEXT01
  • 13.
    Rosenlund, David
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    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 history2023In: Frontiers in Education, E-ISSN 2504-284X, Vol. 8Article in journal (Refereed)
    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.

     

    Download full text (pdf)
    fulltext
  • 14.
    Rosenlund, David
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Två olika berättelser om historieämnets komplexitet?: En jämförelse mellan grundskolans kursplan och det nationella provet i historia2022In: 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)
    Download full text (pdf)
    fulltext
  • 15.
    Rosenlund, David
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Är en förklaring alltid en förklaring?2010In: Historia på väg mot framtiden: historiedidaktiska perspektiv på skola och samhälle / [ed] Per Eliasson, Klas-Göran Karlsson, Henrik Rosengren, Charlotte Tornbjer, Forskarskolan i historia och historiedidaktik, Lunds universitet , 2010, p. 199-209Chapter in book (Other academic)
    Abstract [en]

    The chapter deals with the issue of constructing questions in tests. Questions that are close to the content in textbooks are problematized.

    Download full text (pdf)
    FULLTEXT01
  • 16.
    Rosenlund, David
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Persson, Magnus
    Linnaeus Univ, Växjö, Sweden..
    Historically restricted or historically empowered?: Differences in access to historical content knowledge between low- and high-SES pupils2024In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 35, no 2, p. 220-236Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 17.
    Stigmar, Martin
    et al.
    Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Leijon, Marie
    Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Auer, Nathalie
    Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Rosenlund, David
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Doerr, Katherine
    Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Round table: University educators’ profession in post-pandemic hybrid higher education teaching and learning environments- opportunities and challenges.2023Conference paper (Refereed)
1 - 17 of 17
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf