Kollegial bedömning i summativa bedömarkommentarer på studentexamensuppsatser i modersmål och litteratur
Abstrakti
The purpose of this article is to illuminate evaluative remarks and an institutional interaction in a social context. The overall focus is on qualitatively demonstrating patterns of expression that censors, through attitude remarks, use in their grading of matriculation examination essays in Swedish as mother tongue and literature. The matriculation examination in Finland constitutes an institutionalised writing practice and the censors can be seen as authoritative graders in this context. Theoretically and methodically, the study follows the Appraisal system. Through evaluative remarks in interaction with each other the censors show qualities of the essay or the author of the essay, which they as graders want to bring to light. In a dialogue with the other censors, they reference external sources such as standardised policy documents and the teacher’s scoring; consensus in their grading is reached by collegial dialogue.
