Provkonstruktion i historieämnet för andraspråkselever

Sammanfattning: The purpose of this research is to investigate if test constructors, language examiner and teachers take Swedish L2 students in consideration when creating tests in history. The purpose is also to discover what types of assignments that best evaluate Swedish L2 students’ knowledge and abilities, and examine the teachers view of the Swedish national assessment in the subject history. The first research question is:How do test constructors, language examiner and teachers take Swedish L2 students’ in consideration when creating tests in history? And which are the challenges? The second research question is: What kinds of assignments best evaluate Swedish L2 students’ knowledges and abilities in the subject history according to the classified statistics, test constructors, language examiner and teachers? The third research question is: What are the teachers' views on the Swedish national assessment in grade nine? This research is composed of qualitative interviews with three test constructors who create the national assessment in history and seven teachers from three schools. One of the interviewed teachers is also interviewed for her role as a language examiner. The research is also based on a study of confidential statistics from the SAT history test.The main theoretical concepts of the study address to guidelines in Vygotsky’s theory of proximal development and Drie and Boxtels theoretical framework for historical reasoning. As well as research of the difficulties Swedish L2 students’ meet in the Swedish language. Other central concepts of the study are validity and reliability. The empirical findings suggest that test constructors, language examiner and teachers meet many challenges but they do their best to take all students in consideration and follow criterias when constructing assessment for Swedish L2 learners. The test constructors use a language examiner who scan and rewrite grammatical query constructions, and the teachers use different methods to take all students in consideration. Many teachers are in an agreement that the national assessment in history is well constructed, useful and inspiring. There is a belief among the interviewed participants that L2 students find it easier to respond to open questions. However, this is not verified by the analysis of statistics. The test constructors and the language examiner also consider closed questions to be more secure to measure.The research is concluded by a discussion that all students might improve their skills if teachers were adapting the grammatical rewrites as the test constructors and language examiner do. Another conclusion is also that there are both advantages and disadvantages with open and closed questions. Open questions are preferable for Swedish L2 students, however closed questions are more safe to measure. Finally, many teachers are pleased with the national assessment in history. Although it is discussed if L2 students would benefit from doing the test orally instead of writing.