Skriftligt eller muntligt? : Lärares och elevers erfarenheter av återkoppling i ämnet samhällskunskap i gymnasieskolan

Sammanfattning: This study examines how teachers present feedback in high school social studies, how students understand said feedback, and how feedback can be a tool to help students achieve their goals.  In order to study subject specific feedback it is necessary to observe how teachers link subject material with assessment in their feedback to students.  Formative assessment, which integrates assessment into classroom workflow and allows students to participate in the assessment process, both communicates information and is a tool to strengthen student learning.  A key facet of formative assessment is constructive feedback.  This study examines constructive feedback in the context of high school social studies. The results of this study indicate that both of the participating teachers intended that their feedback would develop and strengthen student learning and guide students toward successful goal completion, and that clear and understandable verbal communication is a crucial component of formative assessment. Open and two-way communication between teacher and student throughout the entire assessment process can help students see each lesson as one part of a whole subject.  This type of communication can also improve the relationship building process between teachers and students. The students wanted verbal and timely feedback so that they knew which steps to take to meet their goals.  It was important to students that they received time to process and help interpreting the feedback given. One theme that emerged from both teachers was that the ability to analyze, be source-critical, and use social science theories and concepts were the most important aspects of social studies.  The second order's knowledge thus appears to be absolutely central to the social science subject.