Sökning: "Summative"
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42 avhandlingar innehållade ordet Summative.
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Författare :Monika Jurkeviciute; Chalmers tekniska högskola; []
Nyckelord :NATURVETENSKAP; NATURAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Evaluation planning; Evaluation; Holistic; eHealth; Interorganizational collaboration; Standard; Translation; Summative;
Sammanfattning :
Summative evaluation assesses outcomes, produces evidence, and advances knowledge of eHealth implementations in health care provisions. Therefore, its quality is essential to reap benefits from the results generated by evaluation studies. LÄS MER
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Författare :Monika Nair; Chalmers tekniska högskola; []
Nyckelord :TEKNIK OCH TEKNOLOGIER; ENGINEERING AND TECHNOLOGY; Evidence; Translation; Standard; Quality; eHealth; Value; Summative evaluation; Interorganizational collaboration;
Sammanfattning :
Summative evaluation, which is conducted at the end of an eHealth trial or implementation, assesses outcomes, produces evidence, and advances knowledge of eHealth implementations in healthcare provisions. Therefore, its high quality is essential in order to reap the benefits of the results generated by evaluation studies. LÄS MER
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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 :Per Blomqvist; Kristina Danielsson; Viveca Lindberg; Gustaf Bernard Uno Skar; Lars Sigfried Evensen; Stockholms universitet; []
Nyckelord :HUMANIORA; HUMANITIES; Writing assessment; social moderation; assessment norm; pedagogical decision; decision-making process; summative assessment; krivbedömning; kvalitetsuppfatttningar; förväntningsnormer; didaktiska beslut; summativ bedömning; beslutsprocesser; språkdidaktik; Language Education;
Sammanfattning :
This thesis reports and discusses results from a qualitative study of Swedish teachers' writing assessment in upper secondary school. Based on teacher group discussions, the study investigates teachers' interactions, expressions of norms and decisions when assessing and grading students' writing in the subject of Swedish. LÄS MER
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Författare :Charlotta Rönn; Peter Erlandson; Corrado Matta; Marianne Dovemark; Linnéuniversitetet; []
Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; assessment; audio-visual recordings; classroom research; curriculum; digital technology; equality of grading; ethnography; formative assessment; grades; informal social strategies; Goffman; National tests; New Public Management; pupil’s perspective; semi-structured interviews; summative assessment; Education; Pedagogik;
Sammanfattning :
Over the last decades, formal schooling has changed towards an enhanced focus on the individual pupil’s achievements. This comprises formative assessment such as visualizing pupils’ learning processes, as well as summative assessment in terms of increased number and importance of National tests. LÄS MER
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