Browsing by Author "Simola, Iina"

Objectives. Prior research on educational literature has identified shortcomings in equality in assessment. In addition, prior research has observed that teachers evaluate pupils with respect to other pupils rather than with respect to general learning objectives. Solutions to these challenges have not, however, been proposed. This thesis seeks to examine assessment from perspectives of validity and equality and to offer solutions in increasing the equality in assessment. Increasing the equality of assessment is needed, as varying assessment sets pupils to inequal position with regards to further studies as well as development and growth as learner. Ultimately, this thesis seeks to develop assessment but also to shed light to underlying challenges of equal assessment. Methodology. The data utilized in this thesis was based on a web-based brainstorming session made for teachers and other actors in primary school, and in particular on responses to question on how to increase equality of assessment. The brainstorming session was organized by Fountain Park, and funded by Finnish National Agency for Education. The total number of responses was 2487. The research methodology applied in this thesis was sample-based and inductive qualitative analysis. The responses were first categorized by using Atlas.ti qualitative analysis software due to the large number of responses. As a result of data analysis and conceptualization, eight categories were created. Findings and conclusions. The eight factors increasing equality in assessment found in this research are 1) requirements of collaboration between evaluators, 2) increasing knowledge e.g. through trainings, 3) diverse assessment methods, 4) consideration of individuality in assessment, 5) nationwide assessment system including e.g. exam and assignment library 6) openness of assessment towards pupils, 7) detailed assessment criteria and objectives in the curriculum and 8) resources. Resources are not directly related to increasing equality in assessment, however resources were seen as a barrier or enabler for the other factors. For the identified factors to be realized in practice, different actors on levels of teachers, schools, as well as administration are needed. As a support his/her assessment work, a teacher needs knowledge and trainings provided by the administrative actors, collaboration with colleagues, and sufficient assessment skills.