Publications by Eva Hartell
Peer reviewed
Articles
[1]
Buckley, J., Hartell, E. & Blom, N. (2023). Editorial : Current perspectives on the value, teaching, learning, and assessment of design in STEM education. Frontiers in Education, 8.
[2]
Doyle, A., Seery, N., Gumaelius, L., Canty, D. & Hartell, E. (2023). Subject(s) matter : a grounded theory of technology teachers’ conceptions of the purpose of teaching technology. International journal of technology and design education.
[3]
Jönsson, A., Balan, A. & Hartell, E. (2021). Analytic or holistic? A study about how to increase the agreement in teachers’ grading. Assessment in education : Principles, Policy & Practice, 28(3), 212-227.
[4]
Isaksson Persson, H. & Hartell, E. (2021). Is it Possible to Reveal Tacit Knowledge with ACJ and RGT? : Unpacking Teachers’ Assessment Practices. Techne series : Research in sloyd education and crafts science. A, 28(2), 181-187.
[5]
Bartholomew, S., Yoshikawa Ruesch, E., Hartell, E. & Strimel, G. (2020). Identifying design values across countries through adaptive comparative judgment. International journal of technology and design education, 30(2), 321-347.
[6]
Gumaelius, L., Hartell, E., Svärdh, J., Skogh, I.-B. & Buckley, J. (2018). Outcome analyses of educational interventions: a case study of the Swedish “Boost of Technology” intervention. International journal of technology and design education, 29(4), 739-758.
[7]
Doyle, A., Seery, N., Gumaelius, L., Canty, D. & Hartell, E. (2018). Reconceptualising PCK research in D&T education:proposing a methodological framework to investigateenacted practice. International journal of technology and design education.
[8]
Hartell, E. & Strimel, G. (2018). What is it called and how does it work: examining content validity and item design of teacher-made tests. International journal of technology and design education, 1-22.
[9]
Hartell, E. (2016). STEM and assessment: A Swedish perspective. Education Technology Solutions, 72(jun/jul), 58-62.
[10]
Hartell, E. & Skogh, I.-B. (2015). Criteria for Success : A study of primary teachers' assessment of e-portfolios. Australasian Journal of Educational Technology.
[11]
Hartell, E., Gumaelius, L. & Svärdh, J. (2015). Investigating technology teachers’ self-efficacy on assessment. International journal of technology and design education, 25(3), 321-337.
[12]
Hartell, E. (2014). Exploring the (un-)usefulness of formative assessment documents in primary technology. International journal of technology and design education, 24(2), 141-161.
Conference papers
[13]
Egelandsdal, K., Hartell, E. (2023). Comparative Judgment for Summative Assessment in Legal Education. In Assessment Reform Journeys. Intentsions, Enactment and Evaluation: Book of Abstracts. (p. 75). Malta.
[14]
Egelandsdal, K., Hartell, E. (2023). Comparative Judgment vs. Criteria-based Assessment in Legal Education. In Assessment Reform Journeys. Intentions, Enactment and Evaluation: Book of Abstracts. (p. 74). Malta: Association for Educational Assessment Europe.
[15]
Klapwijk, R., Stables, K., Blom, N., Canty, D., Dagan, O., Hartell, E., Khunyakari, R. (2022). A Story Unfolding - Productive Mistakes in Making Design Learning Visible in an International Context. In Designing a better world through technological literacy for all. : Proceedings for PATT39.. (pp. 256-265). St. John's, Newfoundland & Labrador, Canada.: Faculty of Education, Memorial University of Newfoundland, Canada.
[16]
Costello, E., Brown, M., Butler, D., Girme, P., Kaya, S., Kirwan, C., McLoughlin, E., O'Leary, M., Hartell, E., Lennholm, H., Jonsson, S., Persson, M., Fernández-de-la-Igle, C., Fernández-Morante, C., Cebreiro-López, B., Latorre-Ruiz, E., Viteli, J., Peltomaa, I.-M., Paterson, L. (2022). Assessment of Transversal Skills in STEM : From theory to practice in a large scale research project. In Society for Information Technology & Teacher Education International Conference,. (pp. 1026-1033). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA.
[17]
Bjursten, E.-L., Gumaelius, L., Hartell, E. (2022). Assessment practices in Computer Programming. Presented at 11th Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc). 7-10 Dec.2022. In collaboration with the International Conference on Technology Education (ICTE) – Asia Pacific, Technology Education New Zealand (TENZ), International Technology Engineering Education Association (ITEEA).
[18]
Hartell, E., Egelandsdal, K. (2022). Comparative judgment as a formative assessment activity in legal education. In New visions for assessment in uncertain times. (pp. 14-14). Dublin, Ireland: AEA Europe.
[19]
Hartell, E., Costello, E., Girme, P., Lennholm, H., Kirwan, C. (2022). Embedding Digital Assessment in STEM Education Lessons Learned from a European Joint Venture Focusing on Sustainable Development. In Designing a better world through technological literacy for all. : Proceedings for PATT39. (pp. 508-514). St John's, Newfoundland & Labrador: Faculty of Education, Memorial University.
[20]
Hartell, E., Ampadu, E., Lennholm, H. (2022). Exploring Double-Directed Digital Peer-Assessment in Primary STEM Education Focusing Agenda 2030. In 11th Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc). 7-10 Dec.2022. In collaboration with the International Conference on Technology Education (ICTE) – Asia Pacific, Technology Education New Zealand (TENZ), International Technology Engineering Education Association (ITEEA), and 2022 Venue Host, Southern Cross University, Gold Coast Campus, QLD. Editors: Adj. Prof. Kurt Seemann and Prof. P John Williams. / [ed] Kurt Seeman, P John Williams, 2022..
[21]
Hartell, E., Lennholm, H., Lindblom, A., Lundin, I., Björn, C. (2022). Feedback på mellanstadiet med digital komparativ bedömning. In Lärarnas forskningskonferens 2022.: Book of Abstracts. (pp. 111-112).
[22]
Persson, M., Lennholm, H., Hartell, E. (2022). Hur får vi ökat lärande och motivation i gymnasieskola och lärarutbildning genom samverkansinlärning?. In Lärarnas forskningskonferens 2022: LFK22 Book of Abstracts. (pp. 26-27).
[23]
Hartell, E., Kozma, C., Pears, A. (2022). K-ULF : an agile model for participatory practitioner-based research in STEM education. In 11th Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc). 7-10 Dec.2022. In collaboration with the International Conference on Technology Education (ICTE) – Asia Pacific, Technology Education New Zealand (TENZ), International Technology Engineering Education Association (ITEEA), and 2022 Venue Host, Southern Cross University, Gold Coast Campus, QLD. Editors: Adj. Prof. Kurt Seemann and Prof. P John Williams.. (pp. 1-3).
[24]
Hartell, E., Kozma, C., Pears, A. (2022). K-ULF A Collaborative, Practitioner Research Model between School and Academia : Lessons learned. In Designing a better world through technological literacy for all. : Proceedings for PATT39.. (pp. 122-133). St. John's, Newfoundland & Labrador, Canada: Faculty of Education, Memorial University, Canada.
[25]
Klapwijk, R., Stables, K., Blom, N., Canty, D., Dagan, O., Hartell, E., Khunyakari, R. (2022). Making design learning visible in different national and curriculum contexts : An international exploratory collaborative project with teachers and researchers. In Ingår i: 11th Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc). 7-10 Dec.2022. In collaboration with the International Conference on Technology Education (ICTE) – Asia Pacific, Technology Education New Zealand (TENZ), International Technology Engineering Education Association (ITEEA), and 2022 Venue Host, Southern Cross University, Gold Coast Campus, QLD. Editors: Adj. Prof. Kurt Seemann and Prof. P John Williams. / [ed] Kurt Seeman, P John Williams, 2022,..
[26]
Hartell, E., Buckley, J. (2022). Unpacking decision making in comparative judgement : A stimulated thinkaloud methodology to gain insight into young peoples’ decision making. In New Visions for Assessment in Uncertain Times: Association for Educational Assessment Europe.. (pp. 111-111). Dublin, Ireland: AEA Europe.
[27]
Hartell, E., Lennholm, H., Jonsson, S., Ferntoft, E., Persson, M., Björn, C., Lundin, I. (2021). Informerat samtycke i flerspråkig skolmiljö. In Lärarnas forskningskonferens 2021: Book of abstracts. (p. 45).
[28]
Costello, E., Aral, N., Hartell, E., Lennholm, H., Kirwan, C., Girme, P., Brown, M. (2021). Is it in the bin? Seeking authentic assessment in STEM : ATSSTEM. In PATT38 Book of Abstracts. (pp. 31-31). Turku, Finland: PATT38 Organizing Committee, University of Turku, Finland.
[29]
Hartell, E., Brugge, R., Boberg, A., Kozma, C., Pears, A. (2021). K-ULF : Creating Research Synergy in the Interface Between School and the Academy. In PATT38 Book of Abstracts.. (pp. 27-28). Turku, Finland: PATT Organizing Committee.
[30]
Hartell, E., Lennholm, H., Jonsson, S., Ampadu, E., Ferntoft, E., Persson, M., Björn, C., Lundin, I., Costello, E. (2021). Seeking informed consent in a multilingual school environment : ATSSTEM - project. In PATT38 Book of Abstracts. (pp. 29-30). Turku, Finland.
[31]
Hartell, E., Doyle, A., Gumaelius, L. (2019). Teachers’ attitudes towards teaching programming in Swedish Technology education. In Developing a knowledge economy trough technology and engineering education: PATT37, Msida, Malta. 3–6 June, 2019.. (pp. 195-202). Msida, Malta: University of Malta.
[32]
Hartell, E., Strimel, G., Bartholomew, S., Yoshikawa Ruesch, E. (2019). Unpacking teachers' assessment practices in STEM education across countries. In Raziskovanje v vzgoji in izobraževanju: Mednarodni vidikivzgoje in izobraževanja: Zbornik povzetkov 4. znanstvene konference. (pp. 178-180). Ljubljana, Slovenien: Pedagoški inštitut, Ljubljana.
[33]
Hartell, E., Strimel, G., Bartholomew, S., Yoshikawa Ruesch, E. (2019). Unpacking teachers’ assessment practices in STEM education across countries. In Thinkings Tomorrow's Education: Learning from the past, in the present and for the future. 18th Biennial EARLI Conference for Research on Learning and Instruction.: Symposium. Asessment and evaluation: Learning by making comparative judgements.. (p. 199). EARLI, RWTH Aachen University.
[34]
Hartell, E., Strimel, G., Bartholomew, S., Yoshikawa, E. (2018). Adaptive Comparative Judgement In Open-ended Design Scenarios. In The 44th International Association for Educational Assessment (IAEA) Annual Conference: Assessment & Big Data. Oxford: Oxford University Press.
[35]
Hartell, E. (2018). Assuring a future for design and technology by embedding classroom formative assessment : International keynote. In Proceedings of the 10th Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc): 5-8 Dec. 2018, Swinburne University of Technology, Hawthorn, Victoria, Australia.: Fostering applied design led innovation capabilities. (pp. 46-56). Melbourne: Design and Technology Teacher’s Association Research Conference jointly with Swinburne University of Technology.
[36]
Bartholomew, S., Yoshikawa, E., Hartell, E., Strimel, G. (2018). Design values, preferences, similarities and differences across three global regions. In 2018 PATT36 International Conference: Research and Practice in Technology Education: Perspectives on Human Capacity and Development. (pp. 432-440). Athlone, Ireland: Technology Education Research Group. TERG.
[37]
Couturier, C., Geschwind, L., Hartell, E. (2018). Interdisciplinary teaching in Swedish primary schools : teachers’ perspectives of subject-matter integration in technology and history. In 2018 PATT36 International conferenceResearch and Practice in Technology Education:: Perspectives on Human Capacity and Development. (pp. 288-294).
[38]
Hartell, E., Isaksson Persson, H., Bartholomew, S., Strimel, G. (2018). Investigating the Potential for RGT and ACJ towards deeper insights of Teacher Assessment Practices. In 2018 PATT36 International Conference: Research and Practice in Technology Education: Perspectives on Human Capacity and Development. (pp. 371-377). Athlone, Ireland: Technology Education Research Group.
[39]
Bartholomew, S., Hartell, E., Strimel, G. (2017). ACJ : A Tool for International Assessment Collaboration. In PATT34: Technology & Engineering Education – Fostering the Creativity of Youth Around The Globe Pupils' Attitudes Towards Technology. Philadelphia, USA.
[40]
Buckley, J., Doyle, A., Hartell, E., Seery, N. (2017). Adaptive comparative judgement: A mechanism to enrich and enhance assessment practices to support teaching and learning. Presented at Lärarnas forskningskonferens 2017.
[41]
Hartell, E., Strimel, G., Bartholomew, S. (2017). Comparing teacher assessment practices of an engineering design challenge across countries. In Assessment cultures in a globalised world. Prague, Czech Republic: Association for Educational Assessment- Europe.
[42]
Canty, D., Seery, N., Hartell, E., Doyle, A. (2017). Integrating Peer Assessment in Technology Education through Adaptive Comparative Judgment. In PATT34: Technology & Engineering Education – Fostering the Creativity of Youth Around The Globe. Philadelphia, Pennsylvania, USA.
[43]
Hartell, E. (2016). Bridging teaching and learning in technology education. In Creating contexts for learning in technology education. (pp. 95-102). Adelaide, Australia.
[44]
Hartell, E., Norström, P. (2015). What is it called and how does it work? : Investigating classroom assessment through teachers' tests in elementrary technology education. In Assessment and Social Justice: The 16th Annual AEA- Europe Conference. (pp. 87-88). Glasgow.
[45]
Hartell, E., Skogh, I.-B. (2014). Criteria for Success Emphasized by Primary Technology Teachers. In Technology Education: Learning for life. Volume One. (pp. 113-122). Sydney Australia: Griffith University.
[46]
Gumaelius, L., Hartell, E., Svärdh, J. (2013). Teachers’ views regarding assessment in technology education. In Technology Education for the Future: A Play on Sustainability. (pp. 196-205). Waikato: University of Waikato.
[47]
Hartell, E. (2012). GPS-Performance in Technology Education Part II. In Explorations of best practice in Technology, Design & Engineering Education: Volume One. (pp. 141-148). Griffith Institute for Educational Research.
[48]
Hartell, E., Svärdh, J. (2012). Unboxing technology education part I – Starting point. In Conference proceedings - PATT 26 Conference - Linköping University. (pp. 211-222). Linköping University Electronic Press.
[49]
Hartell, E. (2010). GPS-Performance in Technology Education. In Knowledge in Technology Education: Volume One. (pp. 171-177). Griffith Institute for Educational Research 2012.
[50]
Ahlbom, H., Bjelksäter, Y., Hartell, E. (2009). Cooperative Methods for Investigating the Influence of Swedish Compulsory Technology Education. In Strengthening the Position of Technology Education in the Curriculum. Pupils Attitudes Towards Technology: Proceedings PATT-22 Conference. (pp. 6-13). Delft.
Chapters in books
[51]
Hartell, E. (2023). Assessing : Getting feedback back on track in technology education. In Gill, D., Irving-Bell, D., McLain, M., Wooff, D. (Ed.), The Bloomsbury Handbook of Technology Education ( (1 ed.) pp. 170-187). London: Bloomsbury Academic.
[52]
Hartell, E. & Costello, E. (2023). Technology and Engineering Education Standards in an Innovative European Collaborative STEM Project : Lessons from Ireland and Sweden. In Scott R. Bartholomew, Marie Hoepfl, P. John Williams (Ed.), Standards-Based Technology and Engineering Education: 63rd Yearbook of the Council on Technology and Engineering Teacher Education (pp. 235-252). Singapore: Springer.
[53]
Hartell, E. & Buckley, J. (2022). Status and Trends of STEM Education in Sweden. In Lee, Yi-Fang & Lee, Lung-Sheng (Ed.), Status and Trends of STEM Education in Highly Competitive Countries: Country Reports and International Comparisons ( (1 ed.) pp. 305-359). Taipei, Taiwan: Technological and Vocational Education Research Center (TVERC) National Taiwan and K–12 Education Administration (K12EA), Ministry of Education, Taiwan.
[54]
Hartell, E. & Buckley, J. (2021). Comparative Judgment : An overview. In Ann Marcus-Quinn & Tríona Hourigan (Ed.), Handbook for Online Larning Contexts: Digital, Mobile and Open: Policy and Practice ( (1 ed.) pp. 289-307). Springer International Publishing.
[55]
Hartell, E. (2019). Teachers' assessment practices. In P John Williams & David Barlex (Ed.), Explorations in Technology Education Research. Contemporary Issues in Technology Education ( (1 ed.) pp. 109-121). Singapore: Springer.
[56]
Hartell, E. (2017). Teachers’ self-efficacy in assessment in technology education. In Marc J de Vries (Ed.), Handbook of Technology Education ( (1 ed.) pp. 785-800). Cham, Switzerland: Springer.
[57]
Hartell, E. (2013). Looking for a glimpse in the eye : A descriptive study of teachers’ work with assessment in technology education. In Inga-Britt Skogh & Marc J De Vries (Ed.), Technology teachers as researchers:: Philosophical and Empirical Technology Education Studies in the Swedish TUFF Research School ( (1 ed.) pp. 255-283). Sense Publishers.
Non-peer reviewed
Articles
[58]
Hartell, E. (2021). Comparative judgment as a tool for peer- and self-assessment in STEM education. STEM ED Magazine(4), 39-42.
[59]
Hartell, E. (2019). Comparative judgment : How it can be used to enhance teachers' formative assessment skills and students' learning. Education Canada Magazine / EdCan Network, 59(1), 18-21.
[60]
Hartell, E. (2019). Safety in DTE and crafts education in Sweden. Technology and Engineering Teacher, 78(4), 12-15.
[61]
Hartell, E., Buckley, J., Gumaelius, L., Doyle, A. & Seery, N. (2018). Arbeta med komparativ bedömning. Skola och samhälle.
[62]
Hartell, E. (2018). Två förslag för att stimulera diskussioner och lärande i teknik. Tekniken i skolan, 24(2), 4-4.
[63]
Hartell, E. (2017). Embedding formative assessment in practical work : Encouraging discussion and peer support. Education in Chemistry.
[64]
Hartell, E. (2017). Vad använder egentligen ungarna telefonen till? Ringa?. Tekniken i skolan(3), 4-5.
Conference papers
[65]
Hartell, E., Lennholm, H. (2021). Bedömningsmetoder inom STEM. In VA-dagen 2021: Vetenskapligt kapital. Virtuell utställning..
[66]
Hartell, E., Canty, D., Seery, N., Doyle, A., Buckley, J. (2017). Bedömningsexempel och sambedömning med hög reliabilitet (Worked Examples and Collaborative Assessment with High Reliability). Presented at Skolforum 2017.
[67]
Hartell, E., Holmberg, S., Åkesson, J. (2015). Att leda ledare framåt och inte till leda. Presented at Att leda för BFL; forskning och praktik möter varandra,27 oktober,2015.
[68]
Hartell, E., Ahlkvist, J. (2014). En kortfattad beskrivning om hur en skola i Haninge kommun har arbetat med att implementera formativ bedömning hållbart i verksamheten. Presented at Bedömning för lärande, BFL, för praktik och forskning,27 oktober 2014, Stockholm. (pp. 1-3).
Chapters in books
[69]
Hartell, E. (2023). Assessing: How to Get Feedback Back on Track in Technology Education. In The Bloomsbury Handbook of Technology Education (pp. 170-187). Bloomsbury Publishing Plc.
[70]
Hartell, E. (2022). Comparative judgement. In Tom Sherrington & Oliver Caviglioli (Ed.), Teaching Walktrus 3: Five-step guides to instructional coaching ( (1 ed.) pp. 78-79). Woodbridge, UK: John Catt Education Limited.
[71]
Hartell, E. (2019). Dual coding in STEM subjects. In Oliver Caviglioli (Ed.), Dual coding with teachers (pp. 184-185). Woodbridge, UK: John Catt Educational Limited.
[72]
Hartell, E. (2019). Förord till den andra svenska upplagan av Att följa lärande. Formativ bedömning i praktiken. In Dylan Wiliam (Ed.), Att följa lärande: Formativ bedömning ( (2:1) pp. 13-15). Lund: Studentlitteratur AB.
[73]
Doyle, A., Hartell, E. & Björk, H. (2019). Programmering i mellanstadiets teknikämne. In Helena Björk, Andrew Doyle, Eva Hartell, Riikka Hohti, Mathias Mose Olesen, Kathrin Otrell-Cass, Bjarne Paulsen, Olli Rekonen & Katariina Stenberg. (Ed.), Beyond technology: Barns röst och digitala skolverkligheter (pp. 14-17). Ålborg, Danmark: Aalborg University.
[74]
Björk, H. & Hartell, E. (2019). Smart med telefonen på museibesök. In Helena Björk, Andrew Doyle, Eva Hartell, Riikka Hohti, Mattias Mose Olesen, Kathrin Otrell- Cass, Bjarne Paulsen, Olli Rekonen & Katarina Stenberg (Ed.), Beyond technology: Barnens röst och digitala skolverkligheter ( (1 ed.) pp. 6-9). Ålborg: Aalborg University.
[75]
Hartell, E. (2017). Ändra utbildningen medan den pågår. In Jelmer Evers, René Kneyber, Per Kornhall (Ed.), Flip the system: Förändra skolan från grunden ( (1 ed.) pp. 195-203). Lund: Studentlitteratur AB.
[76]
Hartell, E. (2015). Changing education in action in Sweden : The cared-for teacher. In Flip the System: Changing Education from the Ground Up (pp. 241-246). Taylor & Francis.
[77]
Hartell, E. (2015). The cared for teacher. In Jelmer Evers & René Kneyber (Ed.), Flip the system: Changing education from the ground up ( (1 ed.) pp. 241-246). London New York: Routledge.
[78]
Hartell, E. (2011). Hur sätter man betyg i teknik?. In Hansson, Nordlander, Skogh (Ed.), Teknikutbildning för framtiden: perspektiv på teknikundervisning i grundskola och gymnasium ( (1 ed.) pp. 75-87). Stockholm: Liber.
Theses
[79]
Hartell, E. (2015). Assidere Necesse Est : Necessities and complexities regarding teachers’ assessment practices in technology education (Doctoral thesis , KTH Royal Institute of Technology, Stockholm, TRITA-ECE 2015:2). Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-160092.
[80]
Hartell, E. (2012). The Inefficient Loneliness : A Descriptive Study about the Complexity of Assessment for Learning in Primary Technology Education (Licentiate thesis , KTH Royal Institute of Technology, Stockholm, Trita-ECE 2012:01 2012:1). Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-104454.
Reports
[81]
Hartell, E. (2020). Recommendations on embedding assessment for learning in the Croatian school system : Policy Report. British Council.
[82]
[83]
Collections
[85]
Hartell, E., Hjelm, S., Kornhall, P. (Eds.). (2018). Nyckeltexter i utbildningsvetenskap : Skolforskares originaltexter i översättning. Stockholm: Natur och kultur.
Other
[86]
[87]
Doyle, A., Seery, N., Gumaelius, L., Canty, D., Hartell, E. (). Subject(s) matter : A grounded theory of technology teachers’ conceptions of the purpose of teaching technology. (Manuscript).
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