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Formativ bedömning: En kvalitativ studie om hur fem lågstadielärare reflekterar kring formativ bedömning och formativt arbetssätt i sin undervisning
Södertörn University, Teacher Education.
2016 (Swedish)Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

In this thesis I intend to write about how five primary school teachers reflect on formative assessment and how the formative assessment of students can take place practically according to teachers. My questions are: How do the five teachers perceive on formative assessment as a pedagogical approach? How do the teachers do to assess students’ knowledge? In what way do the teachers give feedback to students?The work is based on qualitative interview method where five elementary school teachers were able to reflect on their classroom practice with a focus on formative assessment. The theoryI have chosen to work from is the so-called five key strategies of formative assessment.These strategies are about; clarifying, communicating and creating understanding of the learning objectives and criteria for progress, to achieve effective classroom discussions, activities and learning data to show that learning has taken place, to provide feedback for learning forward, toenable students to become learning resources for one another, and to enable students to own their own learning. The results of the interviews showed that a formative approach lasted in a more implicit than an explicit meaning in classrooms. The formative approach was fairly a new phenomenon and had not begun in the larger extent of the interviewed teachers’ schools yet. Assessment materials were used to clarify the learning outcomes for students. Methods andactivities in the classrooms took place on a smaller scale in the form of discussions between students. Self-assessment was considered by most teachers as something they could not imagine or was considered to be too difficult for the students because of the children's young age. The results also showed that there is a great need to make time for evaluation and to gain knowledge of articulate, reflective subject issues to provide students with

Place, publisher, year, edition, pages
2016. , 47 p.
Keyword [en]
formative assessment, summative assessment, feedback
Keyword [sv]
formativ bedömning, summativ bedömning, feedback
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-31630OAI: oai:DiVA.org:sh-31630DiVA: diva2:1063332
Subject / course
Education Studies
Supervisors
Available from: 2017-01-10 Created: 2017-01-10 Last updated: 2017-01-10Bibliographically approved

Open Access in DiVA

fulltext(579 kB)109 downloads
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812f0109fa26fc31da17a5093ff9f63362f86ebb0ed5a010298abf2fab64846a3fb37e8d02ddb61e2266408bd4c342badd6c856b4b985006a669179d80888ea8
Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf