Granskning av pedagogisk skicklighet – utmaningar för sakkunniga
(2023) In Hogre Utbildning 13(2). p.1-16- Abstract
Assessment of teaching and scientific competence should be done with equal care at appointments. Despite the fact that this has been legislated in Sweden since the 1960s, research shows that there are challenges associated with reviewing teaching portfolios. The difficulty in making qualified judgments does not only apply to hiring and promotion. As systems for awarding pedagogical competence at Swedish higher education institutions have increased, an accentuated need for competent assessors have followed. The need has been met, among other things, through a national training in peer review of pedagogical competence conducted as a collaboration between several Swedish higher education institutions. During three cohorts of the course,... (More)
Assessment of teaching and scientific competence should be done with equal care at appointments. Despite the fact that this has been legislated in Sweden since the 1960s, research shows that there are challenges associated with reviewing teaching portfolios. The difficulty in making qualified judgments does not only apply to hiring and promotion. As systems for awarding pedagogical competence at Swedish higher education institutions have increased, an accentuated need for competent assessors have followed. The need has been met, among other things, through a national training in peer review of pedagogical competence conducted as a collaboration between several Swedish higher education institutions. During three cohorts of the course, between 2017 and 2020, participants were asked to answer questions about perceived challenges when reviewing teaching portfolios. The responses were analyzed using thematic content analysis which resulted in five themes focusing on: organizational legitimacy, reliability, validity, constructivity and professionalism. The results provide a basis for the development of the higher education institutions’ review processes, and can provide support to experts and people who have to make decisions about employment, promotion or educational qualification and also for those who work on compiling a teaching portfolio.
(Less)- Abstract (Swedish)
- Bedömning av pedagogisk och vetenskaplig skicklighet ska göras med lika stor omsorg vid
tjänstetillsättningar. Trots att detta har varit lagstadgat i Sverige sedan 1960-talet visar forskning
att det finns utmaningar förknippade med granskning av pedagogisk skicklighet. Svårigheten att
göra kvalificerade bedömningar gäller inte bara vid anställning och befordran. De allt vanligare
systemen för belöning av pedagogisk skicklighet vid svenska lärosäten har ytterligare satt fokus
på behovet av kompetenta bedömare. Behovet har bland annat bemötts genom en nationell
utbildning i sakkunniggranskning av pedagogisk skicklighet som genomförts som ett samarbete
mellan ett flertal svenska lärosäten. Under tre... (More) - Bedömning av pedagogisk och vetenskaplig skicklighet ska göras med lika stor omsorg vid
tjänstetillsättningar. Trots att detta har varit lagstadgat i Sverige sedan 1960-talet visar forskning
att det finns utmaningar förknippade med granskning av pedagogisk skicklighet. Svårigheten att
göra kvalificerade bedömningar gäller inte bara vid anställning och befordran. De allt vanligare
systemen för belöning av pedagogisk skicklighet vid svenska lärosäten har ytterligare satt fokus
på behovet av kompetenta bedömare. Behovet har bland annat bemötts genom en nationell
utbildning i sakkunniggranskning av pedagogisk skicklighet som genomförts som ett samarbete
mellan ett flertal svenska lärosäten. Under tre utbildningsomgångar, mellan 2017 och 2020, fick
deltagarna svara på frågor om upplevda utmaningar vid granskning av pedagogisk skicklighet.
Svaren analyserades med tematisk innehållsanalys som resulterade i fem teman med fokus på:
organisatorisk legitimitet, reliabilitet, validitet, konstruktivitet och professionalitet. Resultaten
ger underlag för utveckling av lärosätenas granskningsprocesser, kan ge stöd till sakkunniga och
personer som ska fatta beslut om anställning, befordran eller pedagogisk meritering och även
för de som arbetar med att sammanställa en pedagogisk portfölj. (Less)
- author
- Laksov, Klara Bolander LU ; Elmgren, Maja ; Olsson, Thomas LU ; Sjögren, Elaine ; Ryegård, Åsa and Winka, Katarina
- organization
- alternative title
- Assessment of teaching portfolios – challenges for reviewers
- publishing date
- 2023
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- assessment, challenges, educational development, higher education pedagogy, Pedagogical competence, pedagogical expert, review competence, teaching portfolio
- in
- Hogre Utbildning
- volume
- 13
- issue
- 2
- pages
- 16 pages
- publisher
- Swednet
- external identifiers
-
- scopus:85161821667
- ISSN
- 2000-7558
- DOI
- 10.23865/hu.v13.3943
- language
- Swedish
- LU publication?
- yes
- id
- 4eb9aee5-1578-442d-a978-f0fd559d1ead
- date added to LUP
- 2023-10-30 10:38:25
- date last changed
- 2023-10-30 10:38:25
@article{4eb9aee5-1578-442d-a978-f0fd559d1ead,
abstract = {{<p>Assessment of teaching and scientific competence should be done with equal care at appointments. Despite the fact that this has been legislated in Sweden since the 1960s, research shows that there are challenges associated with reviewing teaching portfolios. The difficulty in making qualified judgments does not only apply to hiring and promotion. As systems for awarding pedagogical competence at Swedish higher education institutions have increased, an accentuated need for competent assessors have followed. The need has been met, among other things, through a national training in peer review of pedagogical competence conducted as a collaboration between several Swedish higher education institutions. During three cohorts of the course, between 2017 and 2020, participants were asked to answer questions about perceived challenges when reviewing teaching portfolios. The responses were analyzed using thematic content analysis which resulted in five themes focusing on: organizational legitimacy, reliability, validity, constructivity and professionalism. The results provide a basis for the development of the higher education institutions’ review processes, and can provide support to experts and people who have to make decisions about employment, promotion or educational qualification and also for those who work on compiling a teaching portfolio.</p>}},
author = {{Laksov, Klara Bolander and Elmgren, Maja and Olsson, Thomas and Sjögren, Elaine and Ryegård, Åsa and Winka, Katarina}},
issn = {{2000-7558}},
keywords = {{assessment; challenges; educational development; higher education pedagogy; Pedagogical competence; pedagogical expert; review competence; teaching portfolio}},
language = {{swe}},
number = {{2}},
pages = {{1--16}},
publisher = {{Swednet}},
series = {{Hogre Utbildning}},
title = {{Granskning av pedagogisk skicklighet – utmaningar för sakkunniga}},
url = {{http://dx.doi.org/10.23865/hu.v13.3943}},
doi = {{10.23865/hu.v13.3943}},
volume = {{13}},
year = {{2023}},
}