Sökning: "idea assessment"
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124 avhandlingar innehållade orden idea assessment.
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Författare :Anna-Maija Norberg; Kristina Danielsson; Viveca Lindberg; Maria Westin; Stockholms universitet; []
Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; classroom assessment; formative assessment; summative assessment; assessment event; literacy event; writing discourse; literacy practice; assessment practice; feedback; writing instruction; lower secondary schoolThe present study aims to investigate instruction and assessment in Swedish during two writing units; a fairytale and a book review; in lower secondary school; year seven. The research questions that guide the study deal with aspects such as what subject content appears to be important in the classroom instruction; how this con-tent is highlighted; and what appears to be the purpose of the assessment. The an-swers to the research questions contribute in giving a description of the predomi-nant writing discourse and they provide a basis for an overall comparison of what is emphasized in instruction and in assessment respectively; thus shedding light on the alignment between classroom instruction and assessment. Data were collected from multiple sources: video and audio recordings of twen-ty lessons; material based “observiews” observations of the teacher while as-sessing students’ final texts aloud ; assessment rubrics; and the teacher’s lesson materials. The classroom practice is explored as a literacy practice; based on the idea that reading and writing are always situated within specific social practices; and as an assessment practice; based on the idea that classroom assessment is an important part of the classroom atmosphere and helps students to form concepts of them-selves as learners as well as of what is important to learn. In the data; literacy events and assessment events are analyzed through a framework of writing dis-courses. With the analytical focus on literacy events and assessment events; the study also contributes to the research field as to if and how these concepts are re-lated. The main findings suggest that there is an overall agreement between instruc-tion; formative assessment and summative assessment in the studied practice. However; a contradiction between tradition and change can be seen in assessment of texts. During the fairytale unit; a contradiction can be seen between a genre discourse and a creativity discourse. During the book review unit; a contradiction can be seen between a genre discourse and a skills discourse. Assessment events tend to occur in literacy events when important content comes up. Eleven assess-ment events have been identified according to the purpose they seem to have in relation to the subject contents and requested ways of knowing.; språkdidaktik;
Sammanfattning :
The present study aims to investigate instruction and assessment in Swedish during two writing units, a fairytale and a book review, in lower secondary school, year seven. The research questions that guide the study deal with aspects such as what subject content appears to be important in the classroom instruction, how this content is highlighted, and what appears to be the purpose of the assessment. LÄS MER
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Författare :Johan Netz; Peter R Magnusson; Lars Witell; Lars E Olsson; Mette Præst Knudsen; Karlstads universitet; []
Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; idea screening; idea selection; idea evaluation; idea assessment; holistic assessment; innovation; intuition; criteria; Business Administration; Företagsekonomi;
Sammanfattning :
This thesis investigates decision-making activities leading to the initial selection of which new ideas should be selected for further development or rejected. This process, often referred to as idea screening, is described as being one of the most important, but also challenging, tasks to master during the entire innovation process. LÄS MER
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Författare :Erika Boström; Torulf Palm; Peter Nyström; Anders Jönsson; Umeå universitet; []
Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Formative assessment; assessment for learning; mathematics; professional development; teacher practice; teacher growth; student achievement; motivation; expectancy-value theory; secondary school; Formativ bedömning; bedömning för lärande; matematik; kompetensutveckling; elevers prestationer; lärares lärande; motivation; expectancy-value theory; matematikdidaktik; didactics of mathematics;
Sammanfattning :
Research reviews have shown that the use of formative assessment in classroom practice can substantially improve student achievement. However, a strong research base about how to support teachers’ implementation of such formative classroom practice is lacking. LÄS MER
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Författare :Charlotta Vingsle; Torulf Palm; Tomas Bergqvist; Umeå universitet; []
Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; formative assessment; teacher knowledge; mathematics; interactive dialouges; compulsory school; didactics of mathematics; matematikdidaktik;
Sammanfattning :
Several studies have demonstrated that substantial learning gains are possible when teachers use formative assessment in their classroom practice. At the heart of most definitions of formative assessment lies the idea of collecting evidence of students’ thinking and learning, and based on this information modifying teaching to better meet students’ needs. LÄS MER
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Författare :Ingela Elfström; Gunilla Dahlberg; Gunnar Åsén; Agneta Linné; Stockholms universitet; []
Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; preschool; assessment; evaluation; pedagogical documentation; development of practice; an immanent perspective; förskola; uppföljning; utvärdering; pedagogisk dokumentation; utvecklingsarbete; immanent perspektiv; Early Childhood Education; förskoledidaktik;
Sammanfattning :
The purpose of the study is to examine, in relation to the curriculum for the Swedish preschool demands of assessment, evaluation and documentation what kind of knowledge that becomes possible through the use of pedagogical documentation, and how this knowledge answers to expectations of development of content, form and organisation of the early childhood educational context. Another purpose is to examine what a post-pragmatic perspective and an immanent idea of evaluation can imply for the two-folded task of the preschool: the societal reproduction of knowledge and the staging of possibilities for children’s own production of knowledge. LÄS MER
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