Sökning: "Assessment"

Visar resultat 1 - 5 av 4676 avhandlingar innehållade ordet Assessment.

  1. 1. Assidere Necesse Est Necessities and complexities regarding teachers’ assessment practices in technology education

    Detta är en avhandling från Stockholm : KTH Royal Institute of Technology

    Författare :Eva Hartell; Inga-Britt Skogh; Lena Gumaelius; Richard Kimbell; Kay Stables; [2015]
    Nyckelord :TEKNIK OCH TEKNOLOGIER; ENGINEERING AND TECHNOLOGY; technology education; primary education; assessment; classroom assessment; formative assessment; assessment for learning; self-efficacy; e-portfolio; e-assessment; engineering education; STEM; teknikundervisning; teknikdidaktik; formativ bedömning; bedömning; grundskola; klassrumsbedömning; bedömning för lärande; betyg; vurdering; vurdering for laring; Teknikvetenskapens lärande och kommunikation; Education and Communication in the Technological Sciences;

    Sammanfattning : This thesis focuses on teachers’ assessment practices in primary and lower secondary schools for technology education (Sv. Teknik). It is grounded in my prior experience as a teacher but also addresses the national and international research fields of technology education and assessment. LÄS MER

  2. 2. Formative assessment teacher knowledge and skills to make it happen

    Detta är en avhandling från Umeå : Umeå universitet

    Författare :Charlotta Vingsle; Torulf Palm; Tomas Bergqvist; [2014]
    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

  3. 3. Educative assessment for/of teacher competency : a study of assessment and learning in the ”Interactive examination” for student teachers

    Detta är en avhandling från Malmö : School of Teacher Education, Malmö University

    Författare :Anders Jönsson; Gunilla Svingby; Mien Segers; [2008]
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Authentic assessment; Formative assessment; Learning; Reliability; Performance assessment; Scoring rubrics; Teacher education; SOCIAL SCIENCES Social sciences Education; SAMHÄLLSVETENSKAP Socialvetenskap Pedagogik;

    Sammanfattning : The aim of this dissertation is to explore some of the problems associated with introducing authentic assessment in teacher education. In the first part of the dissertation the question is investigated, through a literature review, whether the use of scoring rubrics can aid in supporting credible assessment of complex performance, and at the same time support student learning of such complex performance. LÄS MER

  4. 4. ICT and formative assessment in the learning society

    Detta är en avhandling från Malmö : School of Teacher Education, Malmö University

    Författare :Bertil Roos; David Hamilton; Yngve Troye Nordkvelle; [2005]
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Education; assessment; internet; ICT; learning; constructivism; formative assessment; constructivist assessment; feedback; examination; on-line; cybernetic; e-learning; learning society; Pedagogik; SOCIAL SCIENCES Social sciences Education; SAMHÄLLSVETENSKAP Socialvetenskap Pedagogik; pedagogik; Education;

    Sammanfattning : In the 1930s and 1940s, less than one percent of the Swedish population were in higher education. By the beginning of 1990s this proportion had reached 2.4%. During the 1990s, however, a new economic current flowed in Swedish higher education. LÄS MER

  5. 5. Assessment for learning a case study in mathematics education

    Detta är en avhandling från Malmö högskola, Fakulteten för lärande och samhälle

    Författare :Andreia Balan; [2012]
    Nyckelord :NATURVETENSKAP; NATURAL SCIENCES; assessment for learning; scoring rubrics; peer assessment; peer feedback;

    Sammanfattning : The aim of this study was to introduce a formative-assessment practice in a mathematics classroom, by implementing the five strategies of the formative-assessment framework proposed by Wiliam and Thompson (2007), in order to investigate: (a) if this change in assessment practices had a positive influence on students’ mathematical learning and, if this was the case, (b) which these changes were, and (c) how the teacher and students perceived these changes in relation to the new teaching-learning environment. The study was conducted in a mathematics classroom during the students’ first year in upper-secondary school. LÄS MER