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Monipuolisen arvioinnin merkitys korostuu opetussuunnitelman perusteissa (Opetushallitus 2014, 2019) sekä perusopetus- (1998/628) ja lukiolaissa (2018/714). Toisin sanoen arvioinnin ei tule koostua pelkästään kokeista ja muista summatiivisen arvioinnin muodoista, vaan sen rinnalle tarvitaan oppimista tukevaa, formatiivista arviointia. Oppimista voidaan tukea esimerkiksi palautteen, itsearvioinnin ja vertaispalautteen avulla. Nämä tyypilliset formatiivisen arvioinnin välineet ja niiden implementointi opetukseen mainitaankin opetussuunnitelman perusteissa (Opetushallitus 2014, 2019). Formatiivisen arvioinnin avulla voidaan lisäksi tukea oppilaiden oppimaan oppimista ja reflektointia, mikä on yksi tärkeimmistä tavoitteista suomalaisessa koulutuksessa (Opetushallitus 2014, 2019). Itsearviointi ja reflektointi mainitaan myös lakitasolla olennaisiksi oppimistavoitteiksi (Lukiolaki 2018/714; Perusopetuslaki 1998/628). AFinLAn aikaisempi teemajulkaisu arvioinnista käsitteli kielitaidon arviointitutkimusta 2000-luvun Suomessa (Huhta & Hilden 2016). Siinä käsiteltiin summatiivista arviointia. Siksi tässä uudessa teemajulkaisussa on tärkeää pohtia, kuinka formatiivista ja dynaamista arviointia voidaan hyödyntää kieltenopetuksessa tukemaan oppimista ja kielitaidon karttumista. Ensin esittelemme teoriataustan, joka nivoo yhteen teemajulkaisumme yhdeksän artikkelia. The aim of this special issue is to present current research on assessment that supports language learning. The aim of all assessment is to stimulate learning although this customarily applies to formative and dynamic assessment. By using multifaceted assessment practices, language teachers can support students’ learning in myriad ways. This is also a key aspect of assessment literacy. However, little is known about assessment that supports language learning in the Finnish context. Therefore, this special issue provides an overview of how assessment can be used to enhance language learning in Finland. The publication starts with an introductory article on formative and dynamic assessment. peerReviewed

Arviointi on tärkeä oppimisen ohjaamisen väline. Tämän tutkimuksen tarkoituksena oli tutkia suomi toisena kielenä (S2) opettajien käsityksiä formatiivisesta arvioinnista. Aineisto (n=208) kerättiin S2-opettajilta vuonna 2015. Tulokset osoittavat, että S2-opettajat käyttävät monia formatiivisen arvioinnin käytänteitä jokapäiväisessä työssään. Monet opettajista eivät kuitenkaan pidä sitä tehokkaana ja merkityksellisenä oppimisen edistämisen kannalta. Arviointikäsitykset jakautuvat melko tasaisesti arviointiosaamisen eri ulottuvuuksille. Opettajien käsitykset käsitteellisestä ja käytännöllisestä tiedosta ovat kuitenkin suppeampia verrattuna sosioemotionaaliseen ulottuvuuteen. Formatiivisen arvioinnin ydinkäsitteet tunnetaan hyvin, mutta niitä pidetään vain harvoin oppimista edistävinä keinoina. Näin ollen formatiivista arviointia ei sovelleta käytäntöön tarkoituksenmukaisesti. Opettajankoulutuksen tulisi selventää sekä formatiivisen arvioinnin tarkoitusta että hyviä käytäntöjä. Lisää tutkimusta tarvitaan erityisesti palautteen roolista S2-kontekstissa.

This paper addresses the aspect of the meaningfulness of a national assessment in English as a foreign language, applying the fairness framework proposed by Kunnan (2018). We compared students’ performance on two receptive language skills of listening and reading on two subsequent national evaluations in Finland, taken by students at the end of compulsory basic education and at the end of general upper secondary education, respectively. The research questions focus on (1) the relationship between students’ performance on the two tests and their gender, language of schooling and parents’ educational level, and (2) the relationship between the students’ receptive language proficiency at the end of basic education and general upper secondary education. The data were analysed using linear regression and quantile regression analyses. The effect of background variables on the proficiency was stronger for low-performing students than for highperforming students. Moreover, students’ proficiency on the receptive skills at the end of basic education well predicted that at the end of general upper secondary education across several points in the score distribution. The findings also indicated persistent challenges with respect to educational equality and equity that requires ongoing attention by policy-makers and test designers. peerReviewed

The paper addresses Finnish student teachers’ conceptions of assessment literacy in foreign languages. Student teachers’ assessment literacy (STAL) is a focal constituent of teacher cognition and can, according to prior research, be enhanced by principled instruction (DeLuca & Klinger, 2010; Volante & Fazio, 2007). STAL is suggested to imply knowledge, practice and ethical considerations. The nature and priorities of STAL are guided by local needs. Hence, topical issues in the Finnish language education were taken into account alongside general assessment theory. The research questions targeted firstly the emergent factorial structure of STAL, and secondly, the validity of a predetermined theory-driven model in alignment with official national priorities. The data were gathered on a web-based survey to 77 students prior to the lectures, and to 65 students after the lectures. The survey consisted of 75 statements about attitudes and practices related to various domains of assessment. Mainstream inferential statistics was used to compare the pre- and post-dataset. The componential structure of STAL attitudes remained more stable than the construct of practices across the study unit. The major dimension of both measurements was Acquired confidence in assessment of multiple aspects of language ability in the classroom. The envisaged or real practices underwent a substantial transformation towards a more learner-centered architecture highlighting flexibility and communication. Of the predetermined domains, working skills and professional self-esteem seemed to be most sensitive to a short-term pedagogical intervention. The tentative results pave the way for progressive development in raising the impact of teacher education for improved assessment literacy skills.

Helsingin yliopisto,; Tutkimuksia / Helsingin soveltavan kasvatustieteen laitos; 978-952-10-4970-5; Arto Kallioniemi (toim.); Tutkimuksia / Helsingin soveltavan kasvatustieteen laitos; Artikkelissa kuvataan aluksi kielitaidon arvioinnin validiustutkimuksen keskeisiä suuntauksia, joilla kehystetään käynnissä olevan suullisen kielitaidon arviointihankkeen tutkimustehtävä. Tutkimustehtävä kohdentuu kansallisiin opetussuunnitelmaperusteisiin sisältyvän taitotasoasteikon validiuteen, jota tarkastellaan validiusargumentin rakentumisen näkökulmasta. Väitettä asteikon ja sen pohjalta laadittujen puhetehtävien pätevyydestä suullisen taidon mittareina koetellaan Toulminin mallin avulla asettamalla tätä johtopäätöstä tukevat empiiriset lähtötiedot ja niitä tukevat perusteet vastakkain väitettä horjuttavan näytön kanssa. Perusteet ja varaukset koskevat väitetyn johtopäätöksen relevanssia, hyödyllisyyttä, tarkoitettuja seurauksia ja riittävyyttä. Hankkeen tutkijoiden spesifit tutkimusongelmat kohdentuvat johonkin mainituista piirteistä. Validiusargumenttia sovelletaan suullisen kielitaidon arviointihankkeen, Hy-Talkin, kontekstissa. Ongelmanasettelussa ja menetelmävalinnoissa hyödynnetään validiustutkimuksen perinteisempiä sisältö- ja kriteeriperustaisia lähestymistapoja, mutta tehdään myös uusia avauksia tiedon syventämiseksi niistä tulkinnoista ja näkemyksistä, joita suullisten tehtävien suorittajilla ja arvioijilla ilmenee.

The article deals with diagnostic assessment conducted in the Finnish language and literature course for classroom teacher students. The research context was a hybrid learning environment, where the students evaluated both their linguistic and pedagogical competence using a self-assessment tool. The research questions were 1) what kind of linguistic competence the students showed in the beginning of the course, 2) how the results of linguistic competence and self-assessment were related, and 3) how the final grade of Finnish language and literature and the matriculation examination test of Finnish predicted the results of a diagnostic test. The data of the pilot research consisted of the results of a diagnostic test of 127 students and their self-assessment based on a five-step criterion-referenced scale. The research was quantitative and statistical methods were used in the analysis. The results showed that there were statistically reliable connections between the results of the self-assessment and the diagnostic test. With the help of the test, it is possible to assess different areas of students’ linguistic competence to some extent reliably. peerReviewed

Due to the dissemination of joint degree programmes in higher education, more students from different educational backgrounds are exposed to the same teaching and assessment without sharing a common pedagogical culture. Since this is relatively new in Finland, little is known about how students with diverse backgrounds experience assessment compared to their Finnish classmates and how this affects their overall performance. Having as a starting point an English for Specific Purposes course offered in Finland and China, this qualitative study focuses on the role of feedback through seventeen in-depth interviews. Themes such as grades and peer feedback were interpreted based on the educational background to which the students have been previously exposed. These findings indicate that the teacher should be aware of their previous pedagogical experiences and how these affect feedback in the classroom. Additionally, peer feedback needs to be addressed explicitly by the teacher during the lessons and create more scaffolding opportunities to avoid potential misinterpretations. peerReviewed

Monipuolisen arvioinnin merkitys korostuu opetussuunnitelman perusteissa (Opetushallitus 2014, 2019) sekä perusopetus- (1998/628) ja lukiolaissa (2018/714). Toisin sanoen arvioinnin ei tule koostua pelkästään kokeista ja muista summatiivisen arvioinnin muodoista, vaan sen rinnalle tarvitaan oppimista tukevaa, formatiivista arviointia. Oppimista voidaan tukea esimerkiksi palautteen, itsearvioinnin ja vertaispalautteen avulla. Nämä tyypilliset formatiivisen arvioinnin välineet ja niiden implementointi opetukseen mainitaankin opetussuunnitelman perusteissa (Opetushallitus 2014, 2019). Formatiivisen arvioinnin avulla voidaan lisäksi tukea oppilaiden oppimaan oppimista ja reflektointia, mikä on yksi tärkeimmistä tavoitteista suomalaisessa koulutuksessa (Opetushallitus 2014, 2019). Itsearviointi ja reflektointi mainitaan myös lakitasolla olennaisiksi oppimistavoitteiksi (Lukiolaki 2018/714; Perusopetuslaki 1998/628). AFinLAn aikaisempi teemajulkaisu arvioinnista käsitteli kielitaidon arviointitutkimusta 2000-luvun Suomessa (Huhta & Hilden 2016). Siinä käsiteltiin summatiivista arviointia. Siksi tässä uudessa teemajulkaisussa on tärkeää pohtia, kuinka formatiivista ja dynaamista arviointia voidaan hyödyntää kieltenopetuksessa tukemaan oppimista ja kielitaidon karttumista. Ensin esittelemme teoriataustan, joka nivoo yhteen teemajulkaisumme yhdeksän artikkelia. peerReviewed

In Finland, teachers have considerable autonomy over their assessment practices. Recent studies suggest that FL/L2 teachers, particularly at the upper secondary school, primarily focus on summative assessment rather than on formative assessment and feedback, which is in contrast with the latest Finnish National Core Curricula. Furthermore, while appreciating teacher feedback, learners do not perceive it as an integral part of assessment. In this paper, we propose formative classroom practices to support the learning process and go beyond error correction in FL/L2 writing. These practices are grounded on our earlier research, and they focus mainly on two themes: fostering learner choice in feedback and error correction methodology and supporting peer feedback with the help of a checklist based on the Matriculation Examination rating scale. Drawing from students’ comments and texts, we will explore learner experiences with these assessment practices and the changes they may bring to the classroom. peerReviewed

The aim of this intervention study was to explore how the emphasised use of self-assessment in Swedish language classes affects ninth graders’ perceptions of self-regulated learning and their self-assessments in Finland. The dataset includes the survey responses of 36 students and their written self-assessments. The results suggest that the quality of the self-assessments increased during the intervention, although the level of reflection was still superficial. The students exhibited more positive perceptions of their skills in self-regulated learning at the end of the intervention. The results indicate that incorporating self-assessment into teaching boosts students’ perceptions of self-regulated learning and enhances the quality of their self-assessments. Swedish language teachers should consider the extent to which they use self-assessment in courses and whether their practices could be adjusted to promote reflection and self-regulated learning. peerReviewed

Sustainable development is included in curricula in many countries – from primary to tertiary education, as well as in teacher training. Its principles also encompass language teaching, e.g., through enhancing equality of languages, multilingualism and multiculturalism. Several ethical issues are linked to sustainable development goals, which can be considered part of language teaching and assessment. Based on questionnaire data, this article addresses language teachers’ views on sustainable development and its connection to assessment of language learning. The results show that language teachers (N=29) do not recognize the link between assessment and teaching practices that follow sustainable development principles. Engagement and peer assessment seemed to be a way to support sustainable development principles in language teaching. Further, the results indicate that language teachers need more information about the effects of ethical assessment on supporting language learning and social sustainability. peerReviewed

This study explores the perceptions and practices of upper secondary school language teachers on differentiated assessment. The data were collected through a closed and open-ended questionnaire (n=48) and individual interviews with four teachers. The results show that the teachers used a variety of assessment methods, with a predominant emphasis on formative assessment. Although the teachers mentioned many differentiated assessment methods, they did not generally differentiate their assessments to a large extent. The teachers also focused mostly on low-achieving students and neglected adversely gifted students. The teachers seemed to follow the practice of having all students demonstrate their learning in the same way and at the same time. Class size was seen as the main barrier to more thorough differentiation. The results of this study suggest that differentiation should be better integrated into assessment and that both pre- and in-service teachers would benefit from training focusing on differentiated assessment. peerReviewed

Opiskelija-arvioinnilla on merkittävä asema kaikkialla koulumaailmassa, niin myös suomalaisessa lukiossa. Vaikutusvaltaisesta roolistaan huolimatta arviointia ja sen käytännön toteutusta lukiossa tai lukion kieltenopetuksessa on tutkittu niukasti. Tämän tutkimuksen tavoitteena oli tutkia kyselylomakkeen avulla, kuinka lukiolaiset (146 lukiolaista yhdestä koulusta) itse kokivat arvioinnin osana englannin opintojaan, millaisia arviointimenetelmiä he olivat kohdanneet ja mitä niistä he pitivät hyödyllisinä. Tämän tutkimuksen perusteella opiskelijat arvostivat arviointia, jonka he kokivat osuvan varsin oikeaan ja olleen melko monipuolista. Arviointi ei kuitenkaan ohjannut heitä eteenpäin kovinkaan paljon. Lisäksi opiskelijoiden henkilökohtaiset kokemukset arvioinnista vaihtelivat huomattavasti. Jotta arviointi palvelisi vielä useampia opiskelijoita, sen tulisi olla entistä monipuolisempaa ja ohjaavampaa. Student assessment has a powerful role in all educational contexts, also in the Finnish upper secondary school. Yet, in spite of its powerful role, there is rather little research on assessment and its practical implementation in foreign language teaching in upper secondary school. The aim of this study was to examine, with a questionnaire, how students (n = 146) in one upper secondary school experienced assessment as part of their English studies, what assessment methodology they had encountered and what they thought of the usefulness of these assessment methods. The article shows that most students appreciated assessment and found it accurate as well as quite varied in its methodology. However, assessment did not seem to feed forward very much. Furthermore, students’ individual experiences of assessment varied a great deal. In order for assessment to serve more students, it should be more multifaceted and guiding. peerReviewed

Vertaisarvioimaton nonPeerReviewed