Diagnostinen arviointi suomen kielen ja kirjallisuuden pedagogiikan opintojakson opiskelua ja opetusta ohjaamassa

Abstract

The article deals with diagnostic assessment conducted in the Finnish language and literature course for classroom teacher students. The research context was a hybrid learning environment, where the students evaluated both their linguistic and pedagogical competence using a self-assessment tool. The research questions were 1) what kind of linguistic competence the students showed in the beginning of the course, 2) how the results of linguistic competence and self-assessment were related, and 3) how the final grade of Finnish language and literature and the matriculation examination test of Finnish predicted the results of a diagnostic test. The data of the pilot research consisted of the results of a diagnostic test of 127 students and their self-assessment based on a five-step criterion-referenced scale. The research was quantitative and statistical methods were used in the analysis. The results showed that there were statistically reliable connections between the results of the self-assessment and the diagnostic test. With the help of the test, it is possible to assess different areas of students’ linguistic competence to some extent reliably.