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Ryegård, Åsa
Publikasjoner (4 av 4) Visa alla publikasjoner
Ryegård, Å. & Winka, K. (Eds.). (2024). Pedagogisk meritering i och för förändring. Mälardalens universitet
Åpne denne publikasjonen i ny fane eller vindu >>Pedagogisk meritering i och för förändring
2024 (svensk)Collection/Antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Mälardalens universitet, 2024
HSV kategori
Identifikatorer
urn:nbn:se:mdh:diva-69194 (URN)978-91-7485-687-3 (ISBN)
Tilgjengelig fra: 2024-11-25 Laget: 2024-11-25 Sist oppdatert: 2024-11-25bibliografisk kontrollert
Laksov, K. B., Elmgren, M., Olsson, T., Sjögren, E., Ryegård, Å. & Winka, K. (2023). Assessment of teaching portfolios – challenges for reviewers. Högre Utbildning, 13(2), 1-16
Åpne denne publikasjonen i ny fane eller vindu >>Assessment of teaching portfolios – challenges for reviewers
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2023 (engelsk)Inngår i: Högre Utbildning, E-ISSN 2000-7558, Vol. 13, nr 2, s. 1-16Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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.

sted, utgiver, år, opplag, sider
Cappelen Damm Akademisk, 2023
Emneord
assessment, challenges, educational development, higher education pedagogy, Pedagogical competence, pedagogical expert, review competence, teaching portfolio
HSV kategori
Identifikatorer
urn:nbn:se:mdh:diva-63674 (URN)10.23865/hu.v13.3943 (DOI)2-s2.0-85161821667 (Scopus ID)
Tilgjengelig fra: 2023-06-28 Laget: 2023-06-28 Sist oppdatert: 2023-06-28bibliografisk kontrollert
Ryegård, Å. & Winka, K. (2023). Context Matters in how SoTL Criteria are expressed in Swedish Teaching Excellence Frameworks. In: : . Paper presented at ISSOTL23, Utrecht, The Netherlands, 8-11 November, 2023.
Åpne denne publikasjonen i ny fane eller vindu >>Context Matters in how SoTL Criteria are expressed in Swedish Teaching Excellence Frameworks
2023 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
HSV kategori
Identifikatorer
urn:nbn:se:mdh:diva-64742 (URN)
Konferanse
ISSOTL23, Utrecht, The Netherlands, 8-11 November, 2023
Tilgjengelig fra: 2023-11-14 Laget: 2023-11-14 Sist oppdatert: 2023-11-14bibliografisk kontrollert
Ryegård, Å. & Winka, K. (2023). The Role of Context when Assessing Teaching Excellence. In: : . Paper presented at ISSOTL23, Utrecht, Nederländerna, 8-11 november 2013.
Åpne denne publikasjonen i ny fane eller vindu >>The Role of Context when Assessing Teaching Excellence
2023 (engelsk)Konferansepaper, Poster (with or without abstract) (Annet vitenskapelig)
HSV kategori
Identifikatorer
urn:nbn:se:mdh:diva-64737 (URN)
Konferanse
ISSOTL23, Utrecht, Nederländerna, 8-11 november 2013
Tilgjengelig fra: 2023-11-13 Laget: 2023-11-13 Sist oppdatert: 2023-11-13bibliografisk kontrollert
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