Encouraging enough? A Case Study on Parental Feedback on New Assessment in Finnish Basic Education
Abstract
Keywords
Full Text:
PDFReferences
Alderman, K. M. (2008). Motivation for achievement (3rd ed.). New York, NY: Routledge.
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevant is excellent: Autonomy-enhancing and suppressing teacher behaviors predicting students’ engagement in school work. British Journal of Educational Psychology, 72, 262-278.
Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of and anxiety. Learning and Instruction, 15, 397-413. http://dx.doi.org/10.1016/j.learninginstruc.2005.07.008
Berlinski, S., & Russo, M. (2015). Challenges in educational reform: An experiment on active learning in mathematics. IDB Working paper series, No. IDB-WP-561, 6-31.
Choosri, C., & Intharaksa, U. (2011). Relationship between motivation and students’ English learning achievement: A study of the second-year vocational certificate level Hatyai Technical College Students. The 3rd International Conference on Humanities and Social Sciences Proceedings. Retrieved from: http://tar.thailis.or.th/bitstream/123456789/665/1/006.pdf
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey Bass.
Darling-Hammond, L. (2010a). 21st century skills, abilities and changes of the working life. A presentation at Viikki Teacher Training School, University of Helsinki, Finland.
Darling-Hammond, L. (2010b). New policies for 21st century demands. In J. Bellanca, & R. Brandt (Eds.), 21st century skills: Rethinking how students learn, (pp. 33-49). Bloomington, IN: Solution Tree Press.
Darling-Hammond, L., & Adamsson, F. (2014). Beyond the bubble test: How performance assessments support 21st century learning. San Francisco, CA: Jossey-Bass, Wiley.
Darling-Hammond, L., Banks, J., Zumwalt, K., Gomez, L., Sherin, M. G., Griesdorn, J., & Finn, L. (2005). Educational goals and purposes: Developing a curricular vision for teaching. In L. Darling-Hammond, & J. Bransford (Eds), Preparing teachers for a changing world, (pp. 169-200). San Francisco, CA: Jossey-Bass, Wiley.
Darling-Hammond, L., & Lieberman, A. (Eds.). (2012). Teacher education around the world: Changing policies and practices. New York, NY: Routledge.
Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellanca, & R. Brandt (Eds.), 21st Century Skills: Rethinking how students learn, (pp. 51-75). Bloomington, IN: Solution Tree Press.
Deci, E. L., & Ryan, R. M. (2002). The Paradox of Achievement: The Harder You Push, The Worse It Gets. In A. Joshua (Ed.), Improving Academic Achievement: Impact of Psychological Factors on Education, (p. 62-84). New York, NY: Academic Press. doi: dx.doi.org/10.1016/B978-012064455-1/50007-5
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182-185. http://dx.doi.org/10.1037/a0012801
Dweck, C. S. (2002). Messages that Motivate: How Praise Molds Students’ Beliefs, Motivation, and Performance (in Surprising Ways). In A. Joshua (Ed.), Improving Academic Achievement: Impact of Psychological Factors on Education, (pp.38-58). New York, NY: Academic Press. doi: dx.doi.org/10.1016/B978-012064455-1/50006-3
Finnish Education Evaluation Center. (2015). Learning outcomes in Finnish as a Second language at the End of Basic Education in 2015. Retrieved from: https://karvi.fi/app/uploads/2016/11/KARVI_T0416.pdf
Finnish Education Evaluation Center. (2016). National Plan for Education Evaluation 2016-2019. Retrieved from: https://karvi.fi/app/uploads/2016/06/National-Plan-for-Education-Evaluations-2016-2019.pdf (March 21, 2019)
Finnish National Agency for Education. (n.d.a). Basic Education Curricula and Qualifications. Retrieved from: https://www.oph.fi/english/curricula_and_qualifications/basic_education/curricula_2014 (March 18, 2019)
Finnish National Agency for Education. (n.d.b). National Core Curriculum 2004. Retrieved from: https://www.oph.fi/english/curricula_and_qualifications/basic_education/curricula_2004 (January 5, 2019)
Harjunen, E., Hietala R., Lepola, L., Räisänen, A.& Korpi, A. (2017). Arvioinnilla luottamusta –perusopetuksen ja lukiokoulutuksen järjestäjien laadunhallinta ja itsearviointikäytänteet. Retrieved from: https://karvi.fi/app/uploads/2017/01/KARVI_0417.pdf (January 8, 2019)
Hendrickson, K. (2017). Assessment in Finland: A Scholarly Reflection on One Country’s Use of Formative, Summative, and Evaluative Practices. Mid-Western Educational Researcher, 25(1/2), 33-43. Retrieved from: https://www.mwera.org/MWER/volumes/v25/issue1-2/v25n1-2-Hendrickson-GRADUATE-STUDENT-SECTION.pdf (January 3, 2019)
Härmälä, M., (2010). Linguistic, sociolinguistic, and pragmatic competence as criteria in assessing vocational language skills: the case of Finland, (pp.19-26). Retrieved from: https://jyx.jyu.fi/handle/123456789/36685 (December 12, 2018)
Kansanen, P. (2008). Distinctive highlights in Finnish Teacher Education. In J. Loima (ed.) Facing the Future - Developing teacher education, (pp. 55-60). Helsinki, Finland: Helsinki University Press/Palmenia.
Kim, J. I., Schallert, D. L., & Kim, M. (2010). An integrative cultural view of achievement motivation: Parental and classroom predictors of children's goal orientations when learning mathematics in Korea. Journal of Educational Psychology, 102(2), 418-437. http://dx.doi.org/10.1037/a0018676
Kumpulainen, K. & Lankinen, T. (2016). Striving for Educational Equity and Excellence. In H. Niemi, A. Toom, & A. Kallioniemi (Eds), Miracle of Education: The Principles and Practices of Teaching and Learning in Finnish Schools (2nd revised ed.), (pp. 73-80). Rotterdam, the Netherlands: Sense Publishers.
Loima, J., & Vibulphol, J. (2014). Internal interest of external performing? A Qualitative study on motivation and learning of 9th graders in Thailand basic education. Journal of Education and Learning, 3(3), 194-203. http://dx.doi.org/10.5539/jel.v3n3p194
Loima, J. & Vibulphol, J. (2016). Learning and Motivation in Thailand: A Comparative Regional Study on Basic Education Ninth Graders. International Education Studies, 9(1), 31-37, http://dx.doi.org/10.5539/ies.v9n1p31
Moe, E., Härmälä, M., Kristmanson, P., Pascoal, J., & Ramonié, M. (2015). Language skills for successful subject learning. CEFR-linked descriptors for mathematics and history/civics. Strasbourg: Council of Europe Publishing. Retrieved from: https://www.ecml.at/Portals/1/mtp4/language_descriptors/documents/language-descriptors-EN.pdf
Munthe, E., & Rogne, M. (2015). Research based teacher education. Teaching and Teacher Education, 46, 17-24. http://dx.doi.org/10.1016/j.tate.2014.10.006
Niemi, H. (2002). Active learning: A cultural change needed in teacher education and schools. Teaching and Teacher Education, 18, 763-780. http://dx.doi.org/10.1016/S0742-051X(02)00042-2
Niemi, H. (2012a). Relationships of teachers’ professional competences, active learning, and research studies in teacher education in Finland. Reflection Education, 8(2), 23-44. Retrieved from http://www.reflectingeducation.net/index.php/reflecting/article/view/114/118 (January 13, 2019)
Niemi, H. (2012b). Teacher education for high quality professionals: An analysis from the Finnish perspectives. In O. S. Tan (Ed.), Teacher education frontiers: International perspectives on policy and practice for building new teacher competencies, (pp. 43-69). Singapore: Cengage Learning Asia Pte Ltd.
Niemi, H. (2012c). The Societal factors contributing to education and schooling in Finland. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools, (pp.19-38). Rotterdam, the Netherlands: Sense Publishers. doi: dx.doi.org/10.1007/978-94-6091-811-7_2
Niemi, R., Kumpulainen, K., & Lipponen, (2014). Pupils’ documentation enlightening teacher’s practical theory and pedagogical actions. In Educational Action Research, 23(4), 599-614. doi: dx.doi.org/10.1080/09650792.2014.942334
Niemi, H., & Lavonen, J. (2012). Evaluation for improvements in Finnish teacher education. In J. Harford, B. Hudson, & H. Niemi (Eds.), Quality assurance and teacher education, (pp. 159-185). Bern, Switzerland: Peter Lang.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144. http://dx.doi.org/10.1177/1477878509104318
Palmer, D. H. (2009). Student interest generated during an inquiry skills lesson. Journal of Research and Science Teaching, 46(2), 47-165. http://dx.doi.org/10.1002/tea.20263
Pirinen, T. (Ed.). (2018). Riippumaton arvioija [Independent Evaluator]. Retrieved from: https://karvi.fi/app/uploads/2018/10/KARVI_Artikkelikokoelma_0118.pdf (January 6, 2019)
Salmela-Aro, K. (2009). Personal goals and well-being during critical life transitions: The four C’s-challenging, choice, co-agency and compensation. Advances in Life Course Research, 14, 63-73. http://dx.doi.org/10.1016/j.alcr.2009.03.003
Sahlberg, P. (2015). Finnish lessons 2.0: What can the world learn from educational change in Finland?. New York, NY: Teachers College Press.
Skinner, E. A., Chi, U., & The Learning-Gardens Educational Assessment Group. (2012). Intrinsic motivation and engagement as “active ingredients” in garden-based education: Examining models and measures derived from self-determination theory. The Journal of Environmental Education, 43(1), 16-36. http://dx.doi.org/10.1080/00958964.2011.596856
Vibulphol, J., Loima, J., Areesophonpichet, S., & Rukspollmuang, C. (2015). Ready Contents or Future Skills? A Comparative Study of Teacher Education in Thailand and Finland. Journal of Education and Learning, 4(4), 149-155. http://dx.doi.org/10.5539/jel.v4n4p149
DOI: https://doi.org/10.7575/aiac.ijels.v.7n.2p.189
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.
International Journal of Education and Literacy Studies
You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.