Lukion historian opettajien käsityksiä esseen arviointiin vaikuttavista piirteistä

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

Research output: Contribution to journalArticleScientificpeer-review


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.
Original languageFinnish
Pages (from-to)3-22
Issue number1
Publication statusPublished - 18 Nov 2021
Externally publishedYes
Publication typeA1 Journal article-refereed


  • assessment
  • disciplinary literacy
  • history
  • essay
  • systemic-functional theory


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