A1 Journal article (refereed)
Lukion historian opettajien käsityksiä esseen arviointiin vaikuttavista piirteistä (2021)

Paldanius, H., Sulkunen, S., Luukka, M.-R., & Saario, J. (2021). Lukion historian opettajien käsityksiä esseen arviointiin vaikuttavista piirteistä. Ainedidaktiikka, 5(1), 3-22. https://doi.org/10.23988/ad.98334

JYU authors or editors

Paldanius, Hilkka
Sulkunen, Sari
Luukka, Minna-Riitta
Saario, Johanna

Publication details

All authors or editors: Paldanius, Hilkka; Sulkunen, Sari; Luukka, Minna-Riitta; Saario, Johanna

Journal or series: Ainedidaktiikka

eISSN: 2489-5636

Publication year: 2021

Publication date: 17/11/2021

Volume: 5

Issue number: 1

Pages range: 3-22

Publisher: Suomen ainedidaktinen tutkimusseura

Publication country: Finland

Publication language: Finnish

DOI: https://doi.org/10.23988/ad.98334

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/78722

Abstract

This article focuses on history teachers’ beliefs about the textual features relevant for assessing essays in general upper secondary school. The data comprise group discussions about essays that were analyzed with content analysis and the essays analyzed with systemic-functional theory. The focus was on linguistic realization of the features teachers valued. The results showed that history teachers particularly valued presenting historical knowledge and answering the task. They had fewer expectations about the use of the source material and students’ own argumentation. The linguistic analysis of the essays showed that language of history and historical knowledge intertwine: e.g. smooth information flow and analytical authorial voice demonstrate mastery.

Keywords: general upper secondary school students; essays; writing; history; literary skills; evaluation; history teachers; systemic functional grammar