Browsing by Subject "ohjaava arviointi"

The curriculum divides pupil assessment in primary teaching into assessment during the course of studies and final assessments. This research focuses on the former, which aims to guide and encourage pupils along with improving their self-esteem and metacognitive skills. The study is aiming to present the various assessing methods the teacher use in the field of home economics. It was assumed that researching teachers' implementation of formative assessment brings up teachers' views of learning theory as well as helps them to improve their pedagogic evaluative thinking. The research questions focus on the assessment practices, the connection between assessment and learning theories, and the connection between assessment and students' learning outcome. The research was carried out as a qualitative research. The empirical data were collected from interviews with seven home economics teachers, who had been working from 4,5 to 28 years. Each interviewed teacher was working in different cities. The interview data were analysed using qualitative content analysis clarified with mind-maps. The results show that teachers who actively reflect their work also develop their assessment methods diversely and examine pupil equality in assessing. Implementing formative assessment varies widely; the content and quality depends on teacher's work ethic and view of learning theory. Equality between pupils requires the assessing fundamentals to be well known for both teacher and pupil; it increases pupil's autonomy and points where teachers and pupils should put their efforts in. Assessing the personality blends easily to assessing the knowledge. Establishing the new curriculum demands teachers to examine their methods of pupil assessing. The results of the study help teachers to find the crucial points in developing formative assessment to support the socio-cultural learning theory; assessment as learning.