Mapping the applicants’ learnability: a discourse analysis of assessors’ talk of admission tests for Swedish specialist music teacher education

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