Browsing by Subject "Formativ bedömning"

According to the Finnish curriculum, Perusopetuksen opetussuunnitelman perusteet 2014, the teaching should be permeated by a comprehensive assessment. The comprehensive assessment includes self- and peer assessment. Based on my experiences from the actuality of school, self- and peer assessments are not used in the classrooms. Therefore, I want to clarify which effects a formative self- and peer assessment have on the students learning, motivation and self-efficacy through my bachelor thesis. The goal is to clarify the effects of self- and peer assessment to the people working in schools to increase the use, and knowledge of these assessment methods. This study was conducted as a systematic literature review, where the chosen studies were reviewed through a content analysis. The content analysis generated in following categories: Effects of self- and peer assessment on student’s learning, effects of self- and peer assessment on student’s motivation and effects of self- and peer assessment on student’s self-efficacy. The results indicate that the formative self- and peer assessment improves the student’s achievements and capabilities to see strengths, and weaknesses in their own achievements. Self- and peer assessments gives the students increased motivation, self- confidence, reduced anxiety and partly enhanced self-efficacy. By that means, self- and peer assessments have a positive effect on students learning, motivation and self-efficacy.