Kielitaidon arviointi koulussa

Language assessment in school

Kirjoittajat

• Ari Huhta Jyväskylän yliopisto
• Dmitri Leontjev Jyväskylän yliopisto
• Mari Honko Jyväskylän yliopisto
• Raili Hildén Helsingin yliopisto

DOI: https://doi.org/10.30660/afinla.126733

Avainsanat:

kielitaidon arviointi, arviointiosaaminen, teknologia arvioinnissa, monikielisyys arvioinnissa

Abstrakti

While assessment is related to all levels of the Douglas Fir Group’s (2016 hereinafter, DFG) framework, in this paper, we focus on language assessment in schools, that is, institutional meso level. However, we will also discuss micro (individual) and macro (societal) levels of the framework. We will discuss school classroom assessment focusing on four themes: (1) the understanding of quality of assessment in formal education, (2) assessment literacy required from teachers, (3) technology in assessment, and (4) challenges and opportunities that multilingualism in society and schools brings for assessment. We will also discuss future developments in Finnish classroom assessment research and practice, or indeed, a combination of the two.