Bedömning av effektiviteten av en bedömningsmatris som syftar till att öka interaktioner på andraspråk i ett Montessori-engelskspråkigt klassrum

This study introduced a formative assessment rubric aimed at increasing interactions within two English language classrooms in a Swedish Montessori school’s year 7-9 section. In total 28 students took part in the study. Student interaction levels in L2 English classrooms are a measured learning outcome which need to be taken into account in terms of final grading according to the Swedish Department of Education. The Swedish national curriculum; however, is not clear about how such interactions should be assessed. In the study students were assessed by the teacher at the end of eight lessons over a four week experimental period. Students were marked as either being: 1. Below standard 2. To Standard, or 3. Above standard. Students were aware of this new assessment method and were provided with feedback on it. Students also completed self-report questionnaires at pre and post-experimental time points in order to gauge their own perception of their levels of interactions during English lessons. In addition, active observations through the form of notes were taken across all assessed lessons, and a small interview was conducted in order to provide a qualitative aspect to the analysis and discussion of results. It was found that the assessment rubric was successful in raising levels of interaction amongst 75% of students. This improvement was perceived by both the teacher and students; although, student perceptions of improvement were slightly lower than the teachers. Gender differences in the results were analysed; however, no differences were found once students who were consistently above standard were controlled for. This showed that among the students in need of improvement gender seemed to play no role. Whole class discussions were the most common type of interactive activity chosen by the teacher, and IRF was used on a relatively frequent basis as a questioning technique. Overall mixed teaching methods were applied in the classroom; however, students reported preferring pair work to group/class discussions and appreciated having their own choice of topic whenever possible, in line with Montessori educational theory. The study concludes that although the assessment rubric was a success the results are only applicable to the specific context. Further study in a wider mainstream educational context would be required in order to prove the reliability of the findings.