Browsing by Subject "bedömning"
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(2020)Purpose. Around 3-15% of all pupils have dyslexia. According to the core curriculum, student assessment should be conducted in a comprehensive way, considering students’ individual difficulties. However, assessment instructions might be considered vague. Earlier studies have also shown that teachers may perceive assessment as complicated, particularly when it comes to students with special needs. The purpose of the study is to describe, analyze and interpret how secondary school teachers experience assessment and grading of pupils with dyslexia. The purpose is also to explore how pupils are enabled to show their knowledge in an adequate way. Furthermore, teachers’ perceptions of assessment fairness with regard to pupils with dyslexia are discussed. Methods. The research was conducted as a qualitative study with a phenomenographic research approach. The material consists of eight semi-structured, individual interviews with teachers working in two Swedish-speaking secondary schools i Finland. The collected material was analyzed using thematic analysis. Results and conclusions. Teachers expressed a genuine will to support pupils with dyslexia and they stated that they could assess pupils in a flexible way. Cooperation with special education teachers was perceived as important. The versatility of the core curriculum was regarded as an advantage for students with dyslexia. The most used accommodations were oral responses, extended time and test writing in a small group. Double assessment, prioritized content and adapted tests were also used, but teachers had different approaches. A student’s positive lesson activity could lead to a better grade. Language teachers struggled with the assessment of misspelled words. IT software was not widely used. The teachers stated that they did their best to take students’ difficulties into consideration when giving them grades, and they normally also thought their assessment was fair. The study shows that teachers do their very best to assess students with dyslexia, but there are differences in procedures between teachers, which might lead to unequal assessment.
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(2022)Goal: The aim of this master thesis are two. First, the aim is to describe, analyse, and interpret how instruction striving to strengthen the students' spelling skills is planned and realized in the lower school grades, in which the students are still at the beginning of their writing development process. Second, the aim is to investigate what assessment and feedback the students are offered regarding their spelling. Purposefully, the study has been limited to the students in grades 1 – 4 in primary school and to the Swedish and literature teaching subject. The study took place in schools in Finland with Swedish as language of instruction. The Core Curriculum of Basic Education (first published 2014, in English 2016) mentions correct spelling mostly incidentally, even if spelling skills may affect students' experience of themselves, their school success, and have an influence on their future study and professional opportunities. Therefore, it is important to explore how the primary school teachers have chosen to work to strengthen the students' spelling skills. Method: The empirical study is based on interviews with seven teachers, who teach in grades 1–4. The study was carried out from a realistic perspective to study as neutrally and objectively as possible the teaching that strives to strengthen the students' spelling skills. To support the interviews, an interview guide was created. The interview guide is based on a literature review based on previous research. In the analysis, I strove to find similarities, differences and repeated topics. Based on the collected material and the analysis process, eight topics emerged. Finally, I discuss the results in relation to previous research. Results: The interviewed teachers felt that the students develop their correct spelling as a natural part of all text work, both in the Swedish and literature subject and in cross-curricular teaching. The teachers believed that the students' writing motivation is more important than correct spelling. Obviously, the students are offered limited or no assessment and feedback on their spelling, with the exception of spelling tests. The results showed that in the interviewed teachers’ classrooms, spelling test is the only method by which the correct spelling is taught. The texts the teachers choose for the spelling tests usually contain a topic related to correct spelling, such as double designation or a certain sound. The teachers in this study found the use of spelling test problematic, since the students and their guardians have the major responsibility for practicing before the spelling test. Thus, the teachers felt that this created unequal conditions for the students.
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