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Browsing by Subject "Formativ bedömning"

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  • Lindgren, Emilia (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.
  • Cecilia, Eklundh (2022)
    Aim: The aim of the study is to find out how primary school teachers understand the concept of formative assessment, how they apply assessments in teaching and what kind of support and resources that are needed to implement assessments in practice. This is to make any misconceptions visible and to gain insights into how much support teachers need to practice formative assessment in teaching. Studies show that formative assessment is a complex phenomenon, difficult to implement in practice. Misconceptions occur among primary school teachers and there seems to be a great need for support measures in the form of time, education and resources from the school. Method: The survey was conducted using semi-structured interviews. The participants in the survey consisted of seven Finnish-Swedish primary school teachers in grades 1-6, from three different schools. The results of the study were recorded, transcribed and analyzed using thematic analysis. Results and conclusions: The result of the study shows that primary school teachers have a wide perception and understanding of the concept of formative assessment. Despite this, class teachers tend to use formative assessment for summative purposes, which indicates that there is a limited understanding of formative assessment. The class teachers need to increase their understanding of formative assessment specifically in relation to the summative assessment. The results also shows that the primary school teachers are familiar with several different strategies for the formative assessment, but at the same time they need more practical knowledge about some formative strategies. The descriptions of the strategies did not always correspond to the basic ideas behind the formative assessment, which in turn shows that it isn’t that easy to implement formative assessments in practice. The study also shows that primary school teachers have a need for support and resources for formative assessment, especially primary school teachers with less experience. The primary school teachers especially experienced a lack of time and space to discuss the assessment with other colleagues in the school. The class teachers also wanted more courses and further training in the subject to get more practical tips on how to work with formative assessment. This in turn shows that the school is an important platform for the professional development of primary school teachers, especially in matters concerning assessment.