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Formativ bedömning i skolan: En studie om hur elever i årskurs 5 och i årskurs 6 uppfattar formativ bedömning i svenskundervisningen
Södertörn University, Teacher Education.
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The aim of this study is to explore students perception of parts of formative assessment which involve the subject of Swedish writing. The study include students from grade 5 to grade 6, and the study has the following questions:

  • How do students perceive the third key strategy in formative assessment which includes using feedback in new learning situations in narrative text?
  • How do students perceive the forth key strategy in formative assessment which includes activating the students as learning resources for each other in narrative text in the Swedish subject?
  • How do students perceive the fifth key strategy which includes taking responsibility for their own learning in narrative text in the Swedish subject?

The study has a student perspective of the formative assessment by letting the students answer a survey. The theoretical framework consist of the framework for formative assessment and the sociocultural perspective of learning, proximal development zone. The result shows that students perception of feedback from the teacher is positive, and the students view of the peer assessment has both positive and negative elements. The positive is that a classmate has done the task and more often than not has the same perspective of things. The majority of students in grade 6 thought that they learned to write their texts better after a peer assessment which students in grade 5 didn’t think. If students perception of key strategies became visible in teaching it could lead to more students taking benefits in their learning process. The study shows that some students are afraid of receiving peer assessment because they have contained bad comments, and it’s difficult to give peer assessment. Many of the students think that it´s much better to receive feedback from the teacher, rather than a peer. As a Swedish teacher or as a future Swedish teacher to be, it´s important to make these key strategies visible and turn the negative into positive so the students can take benefit from them.

Place, publisher, year, edition, pages
2018. , p. 43
Keywords [sv]
Formativ bedömning, Elevperspektiv, Svenska
National Category
Didactics Learning Pedagogy
Identifiers
URN: urn:nbn:se:sh:diva-35554OAI: oai:DiVA.org:sh-35554DiVA, id: diva2:1215933
Subject / course
Swedish
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2018-06-11 Created: 2018-06-10 Last updated: 2018-06-11Bibliographically approved

Open Access in DiVA

Emelie Ebersköld(1109 kB)100 downloads
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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
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • 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