Tävlingsdomarnas bäst praxis-bedömning av yrkeskunnande i en yrkestävling

[Competition judges’ best-practice assessment of vocational knowledge and skills in a skills competition]


  • Helena Tsagalidis Linköping University




Best-practice assessment, assessment in competition, specific vocational knowledge and skills, key qualifications


This article presents the results of a study of a youth cooking contest for upper secondary schools in Sweden, which was part of the Swedish SkillsCompetition. The material consists of observations, in the form of shadowing, of the competition judges during the competition, and conversations with judges before and during the competition. The text has a vocational knowledge and skills perspective and relates to answering the question: what vocational knowledge and skills are valued as significant by the competition judges in the school competition? The analyses employ the concepts of key qualifications, specific vocational knowledge and skills, and forms of knowledge, that together contribute to understanding how vocational knowledge and skills can be described and valued. This article focuses on the competition judges’ best-practice assessments of five contest teams’ performance, from preparation of menu to tasting of it and their work afterwards. It also demonstrates that professionalism (skilful performance) and judicious action are the most important aspects of what the competition judgments focused on in this competition.

Author Biography

Helena Tsagalidis, Linköping University

Universitetslektor vid Linköpings universitet.


Ahmed, K., Miskovic, D., Darzi, A., Athanasiou, T. & Hanna, G. (2011).Observational tools for assessment of procedural skills: A systematic review. The American Journal of Surgery, 202(4), 469–480. https://doi.org/10.1016/j.amjsurg.2010.10.020

Ahrne, G. & Svensson, P. (2015). Handbok i kvalitativa metoder. Stockholm: Liber.

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. https://doi.org/10.1007/BF00138871

Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74. https://doi.org/10.1080/0969595980050102

Bryman, A. (2011). Samhällsvetenskapliga metoder. Stockholm: Liber.

Darling-Hammond, L. & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16, 523–545. https://doi.org/10.1016/S0742-051X(00)00015-9

Gustavsson, B. (2004). Vad är kunskap. Stockholm: Skolverket.

Gulikers, J.T.M., Bastiaens, T.J. & Kirschner, P.A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67–86. https://doi.org/10.1007/BF02504676

Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Höghielm, R. (1998).Från Wittgenstein till degknådning: Om yrkeskunskap och yrkeskulturer. Stockholm: HLS Förlag.

James, S. & Holmes, C. (2012). Developing vocational excellence: Learning environments within work environments. SKOPE Research Paper No. 112. Oxford: University of Oxford.

Kane, M., Crooks, T. & Cohen, A. (1999). Validating measures of performance. Educational measurement: Issues and practice, 18(2), 5–17. https://doi.org/10.1111/j.1745-3992.1999.tb00010.x

Kemmis, S. & Smith, T.J. (Red.). (2008). Enabling praxis. Challenges for education. Rotterdam: Sense Publications.

Lane, S. (2013). Performance assessment.I J.H. McMillan (Red.), Sage handbook of research on classroom assessment (s. 313–330). Thousand Oaks, CA: Sage Publications.

Linde, G. (2003). Mål och kunskapsformer i gymnasieskolans kursplaner. Stockholm: Skolverket.

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511815355

Marshall, C. & Rossman, G. (1991). Designing qualitative research. Thousand Oaks, CA: Sage Publications.

Molander, B. (1996). Kunskap i handling. Göteborg: Daidalos AB.

McMillan, J. (2013). Classroom assessment: Principles and practice for effective standards-based instruction. Harlow: Pearson.

Newman, F.M. (1997). Authentic assessment in social studies: Standards and examples. I G.D. Phye (Red.), Handbook of classroom assessment: Learning, adjustment, and achievement (s. 359–380). San Diego, CA: Academic Press.

Nijhof, W. & Streumer, J. (Red.). (1998). Key qualifications in work and education. Dordrecht, Netherlands: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-011-5204-4

Nokelainen, P. (2012). Modeling the characteristics of Finnish world skills competitors’ vocational excellence. Paper presented at the annual meeting of American Educational Research Association, Canada, Vancouver. Hämtat 21 december 2018 från http://scholar.google.se/scholar?q=Modeling+the+Characteristics+of+Finnish+World+Skills&hl=svas_sdt=0&as_vis=1&oi=scholart&sa=X&ei=HI4jVeTdEMi7swHtrYLYCA&ved=0CB4QgQMwAA

Nokelainen, P. & Ruohotie, P. (2009). Characteristics that typify successful Finnish world skills competition participants. Paper presented at the annual meeting of the American Educational Research Association. (April). USA San Diego. Hämtat 21 december 2018 från http://www15.uta.fi/arkisto/aktk/projects/move/index_en.htm

Nokelainen, P., Ruohotie, P. & Korpelainen, K. (2008). Modeling of vocational excellence (MoVE) - A case study of finnish world skills competition participants. Paper presented at the European Conference on Educational Research, Gothenburg, Sweden. Hämtat 21 december 2018 från http://www15.uta.fi/arkisto/aktk/projects/move/index_en.htm

Pylväs, L. & Ruohotie, P. (2017). Finnish worldskills achievers’ vocational talent development and school-to-work pathways. International Journal for Research in Vocational Education and Training, 4(2), 95–116.

Ryle, G. (1949/2009). The concept of mind. Oxon: Routledge. https://doi.org/10.4324/9780203875858

Shepard, L.A. (2002). The role of classroom assessment in teaching and learning. I V. Richardson (Red.), Handbook of research on teaching, (s. 1066–1101). Washington, DC: American Educational Research Association.

Säljö, R. (2005). Lärande och kulturella redskap: Om lärprocesser och det kollektiva minnet. Stockholm: Norstedts akademiska förlag.

Tsagalidis, H. (2008). Därför fick jag bara Godkänt: Bedömning i karaktärsämnen på HR-programmet. Doktorsavhandling i pedagogik vid Stockholms universitet. Stockholm: Elanders AB.

Tsagalidis, H. & Andersson, P. (2018). Bedömning av yrkeskunnande. I M. Gustavsson & S. Köpsén (Red.), Yrkesutbildning: Mellan skola och arbetsliv (s. 173–194). Lund: Studentlitteratur.

WACS. (2018). World Association of Chef Societies. Hämtat 21 december 2018 från https://www.worldchefs.org/world-news/d4e0cdf3c90808b046f8ea14bbf30e7ddf194623

Watson, A. & Forrest, D. (2014). Performance reviews for the orchestral musician. Australian Journal of Music Education, 2014(1), 94–102.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511803932

Wertsch, J.V. (1998). Mind as action. New York, Oxford: Oxford University Press.

Wertsch, J.V. (1991). Voices of the mind: A sociocultural approach to mediated action. London: Harvester Wheatsheaf.

Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass.

WorldSkills Sweden. (2018). WorldSkills Sweden. Hämtat 21 december 2018 från http://worldskills.se




How to Cite

Tsagalidis, H. (2019). Tävlingsdomarnas bäst praxis-bedömning av yrkeskunnande i en yrkestävling: [Competition judges’ best-practice assessment of vocational knowledge and skills in a skills competition]. Nordic Journal of Vocational Education and Training, 8(2), 93–120. https://doi.org/10.3384/njvet.2242-458X.188293



Peer-reviewed research articles