Helena Reierstam

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Title of thesis

Assessment in Multilingual Schools A comparative mixed method study of teachers’ assessment beliefs and practices among language learners - CLIL and migrant students (monograph)


Associate Professor John Airey, Department of Mathematics and Science Education, Stockholm University

Examining Committee Members

Associate Professor Åsa af Geijerstam, Department of Education, Uppsala University
Associate Professor Jörgen Tholin, Department of Education and Special Education, University of Gothenburg
Associate Professor Marianne Teräs, Department of Education, Stockholm University
Deputy committee member Professor Nihad Bunar, Department of Special Education, Stockholm University

Supervisor and Chair of the defence 

Associate Professor Ulf Fredriksson, Department of Education, Stockholm University

Assistant Supervisors

Professor Meeri Hellstén and Senior Lecturer Eva Eliasson, Department of Education, Stockholm University

Thesis description

Today’s educational environment is increasing multilingual where teachers and students alike are communicating and learning in multiple languages. The experience is often challenging for these students who, at the same time, are learning the language of instruction and are expected to develop subject area knowledge. Teacher beliefs about and assessment of these students’ learning is thus of particular importance when considering this phenomenon and, as of yet, is a largely unexplored research area. The aim of this thesis is to contribute to this research area and draw attention to the consequences varying language policies and pedagogies may have on fairness and validity in assessment outcomes.  This thesis includes two studies on teachers’ assessment beliefs and reported assessment practices in Swedish schools: 
- In Content and Language Integrated Learning (CLIL) context, Grades 10-12. 
- In contexts with newly-arrived migrant students (NAS), Grades 7-12. 

Open Access in DiVA

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Assessment in Multilingual Schools