2024

Hietamäki, Ulla; Harju-Luukkainen, Heidi; Maunula, Minna

Learning assessment is a tension area in multidisciplinary learning (ML) context. ML offers to students large opportunities to learn real-world phenomena but on the other hand learning assessment in ML units is perceived as difficult. Since the 2016 curriculum reform in Finland, certain aspects of learning assessment have changed in Finnish basic education, and learning assessment emphasis has been placed on student participation. These educational policy reforms and their practical implementation, in particular ML units, have increased national and international interest in the Finnish curriculum. Using a variety of assessment methods brings challenges for teachers, but also increases opportunities for students to demonstrate their skills in different ways. Assessment practices research in ML context is a topical and relevant issue that has been scarcely studied. This study investigates Finnish primary school teachers’ perception of assessment practices in the ML unit. The data was collected using the phenomenographic research tradition and it is based on semi-structured interviews (n=15). The qualitative analysis resulted in five hierarchical outcome categories reflecting primary school teachers’ perception of assessment practices in the ML context. The findings of this study expand our understanding of the application and barriers to application of assessment practices in the ML context. This approach can provide tools for the development of learning assessment in teacher education. Using the comprehensive potential of formative assessment facilitated by the primary school teacher gives students the skills to reflect their own learning process and motivates them to learn.