Sökning: "educational assessment"
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345 avhandlingar innehållade orden educational 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 :Anders Jönsson; Gunilla Svingby; Mien Segers; Malmö university; []
Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Authentic assessment; Formative assessment; Learning; Reliability; Performance assessment; Scoring rubrics; Teacher education; Education; 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
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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 :Johan Forsell; Karin Forslund Frykedal; Eva Hammar Chiriac; Anders Jönsson; Linköpings universitet; []
Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Group work assessment; Group work; Assessment; Collaboration; Validity; Oral intergroup presentation; Thematic analysis; Grupparbetsbedömning; Grupparbete; Bedömning; Samarbete; Validitet; Muntlig tvärgruppspresentation; Tematisk analys;
Sammanfattning :
Avhandlingens syfte är att öka kunskapen om och förståelsen av gymnasielärares möjligheter och utmaningar med att genomföra grupparbetsbedömning på individnivå av elevers kunskaper och förmågor utvecklade i samarbete. Fokus är på om och i så fall hur lärares perspektiv förändras i samband med genomförandet av en grupparbetsuppgift i klassrummet som inkluderar lärares grupparbetsbedömning på individnivå. LÄS MER
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Författare :Gustaf Skar; Gunilla Molloy; Kjell Lars Berge; Gudrun Erickson; Stockholms universitet; []
Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; writing instruction; writing assessment; validity; assessment use argument; Education in Languages and Language Development; utbildningsvetenskap med inriktning mot språk och språkutveckling;
Sammanfattning :
This doctoral dissertation reports on results from three explorative case studies of teacher assessment practice within upper secondary school writing instruction. In Sweden, almost all responsibility for constructing, administering, and scoring assessments lies with the individual teacher. LÄS MER
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