ABSTRACT

This article concerns assessors’ use of predictions of applicants’ ability to learn when assessing admission tests for specialist music teacher education in Sweden. The data consist of stimulated-recall interviews with video-recorded admission tests as stimuli, and the analyses are based on discourse psychology with a focus on the variations, functions, and effects of the assessors’ statements about learning opportunities. The results highlight several ways of talking about applicants’ learnability, based on the view that learnability is a matter of teacher help, learning time, applicant age, and talent. Based on these results, learnability can be considered a selection tool, legitimised with reference to the assessors as experts able to foresee and make decisions about applicants’ future development opportunities. In this sense, the test contexts can be seen as permeated by educational traditions in which discourses about learnability govern the assessors’/masters’ decisions.

摘要

本文涉及评估员在评估瑞典专业音乐教师教育的入学考试时对申请人学习能力预测的使用。数据包括以录制的入学测试作为刺激的刺激回忆访谈，分析基于话语心理学，重点关注评估人员关于学习机会的陈述的变化、功能和影响。结果突出了几种谈论申请人学习能力的方式，基于学习能力与教师帮助、学习时间、申请人年龄和才能有关的观点。基于这些结果，可学习性可以被认为是一种选择工具，通过参考评估人员作为能够预见并就申请人未来发展机会做出决定的专家来使其合法化。在这个意义上，