Browsing by Subject "http://www.yso.fi/onto/yso/p6253"
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(2023)According to the national core curriculum for basic education, formative assessment is central to every pupil’s individual learning process. Formative assessment can be defined as response that aims to support the pupil in understanding the goals for learning, perceive their own progress in relation to the set goals, and give the pupil tools to reach the specific learning goals for each subject. Interactive methods, such as discussion, self-assessment, and peer assessment are part of formative assessment. Previous studies have shown that pupils often become passive receivers in the assessment process and don’t feel that they benefit from the type of formative assessment they have received and that teachers have difficulties supporting pupils’ abilities to assess their own work. This study examines what kind of formative assessment pupils perceive as beneficial for their learning, and how self-assessment, according to teachers and pupils, can be used in order to support learning and the pupils’ abilities to self-assess. The study takes a qualitative, phenomenographic approach. The material was gathered by conducting focus group interviews with pupils in grades 5–6 and teachers for grades 1–6. The informants formed nine groups of three to four pupils and two groups of three to four teachers per group. The interviews were transcribed and analysed thematically. The results show that considering the pupils’ prior knowledge, setting clear goals, and using versatile materials and methods, along with continuous, personal, motivating, and fair feedback are types of formative assessment that pupils perceive as supportive of their learning. The results also point out that efficient self-assessment requires clearly stated goals and instructions, and should be conducted alongside wider work processes, with support from discussion between pupils and teachers.
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(2016)Goals. The writing performance level of Finnish schoolchildren, especially of boys, has been an area of concern over the past few years. The present study is part of a longitudinal intervention study (RoKKi), which has created an encouraging feedback model for trying to find ways to enhance writing skills. Research has shown that writing self-efficacy and writing performance are related, so this study will examine whether the encouraging feedback model will improve the self- efficacy of the students. A central element of the encouraging feedback model is peer feedback. The idea is that the pupils feel that attention is being paid to what they have written. Pupil experience has not figured significantly as an issue in writing research, so this study will tackle that subject as well. Methods. The study was carried out in three 5th-grade classes between autumn 2011 and autumn 2012. The established class had already used the encouraging feedback model before the study, while the treatment class started to use it at the beginning of the intervention. In the control class, the teacher gave feedback according to a more traditional manner. The data consists of four measures of self-efficacy and writing experience. They were analysed using one-way ANOVA, repeated measures ANOVA, t-tests and the equivalent nonparametric tests. Results and conclusions. The encouraging intervention didn't have a statistically significant effect on the self-efficacy beliefs of the 5th-graders. However, the self-efficacy in the established class was higher and the writing experiences were statistically significantly higher than in the other two classes. In the established class, the experiences remained positive regardless of the genre that was being exercised whereas, in the control group, not even the normally positively experienced genre of story could improve the writing experience of the boys. The intervention seemed to have a positive effect for boys in particular, but one needs to take into account that the starting level of the self-efficacy of the boys in the test class was also high, which is exceptional in the light of earlier research. In the control class, the girls had much higher levels of self-efficacy and better writing experiences than the boys whereas, in the established class, the results were quite even. The positive writing experiences and self-efficacy beliefs – and the equality of the genders – in the established class suggest that the encouraging feedback model might be of value in long-term use.
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