Sökning: "student questions"

Visar resultat 16 - 20 av 210 avhandlingar innehållade orden student questions.

1. 16. Fairest of them all? : Assessment identity development among Swedish student and novice teachers of English as a foreign language

   Författare :Anna-Marie Csöregh; Camilla Bardel; Gudrun Erickson; Gustaf Skar; Stockholms universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; assessment; language teacher identity; student teachers; teacher beliefs; fairness; accountability; Dialogical Self Theory; språkdidaktik; Language Education;

   Sammanfattning : This thesis explores language students and novice teachers’ assumptions and beliefs about assessment and grading, how they view themselves as assessors, and whether their opinions change over time with increased teaching experience. Besides exploring questions such as how student and novice teachers think about quality assessment, there is the question of what challenges teachers face in assessing one language (English), among many others known or spoken in the linguistically heterogeneous classroom. LÄS MER

3. 17. Det kommer med tiden : Från lärarstudent till matematiklärare

   Författare :Elisabeth Persson; Staffan Selander; Torbjörn Tambour; Johan Lithner; Stockholms universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; mathematics teacher education; institution theory; thought style; thought collective; designs for learning; transformation; Pedgogical work; Pedagogiskt arbete; Curriculum Studies and Learning; didaktik;

   Sammanfattning : The main purpose of this thesis is to investigate how future pre- and primary school mathematics teachers change their approaches to mathematics and mathematics education during their subject studies, and also how this view has affected their teaching of mathematics after graduation. A qualitative interview method was used in combination with observations, notes, sound recordings, video recorded mathematics classes and materials produced by the teacher in order to answer the research questions. LÄS MER

4. 18. Technology-enhanced formative assessment in higher education : An intervention design of scaffolding student self-regulated learning

   Författare :Bernard Bahati; Uno Fors; Preben Hansen; Evode Mukama; Annika Lantz-Andersson; Stockholms universitet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Technology-enhanced learning; formative e-assessment; self-regulated learning; blended learning; Information Society; informationssamhället;

   Sammanfattning : As online learning is increasingly adopted in higher education institutions, many instructors are faced with the challenges of devising and implementing effective pedagogical practices that advance student learning. One of the challenges points to the design and development of assessment activities that truly inform the teaching and learning process. LÄS MER

5. 19. Achievement tests and optimal design for pretesting of questions

   Författare :Mahmood Ul Hassan; Frank Miller; Steven Gilmour; Stockholms universitet; []
   Nyckelord :NATURVETENSKAP; NATURAL SCIENCES; Achievement test; Equivalence theorem; Exchange algorithm; Item calibration; Item response theory model; Optimal experimental design; Statistics; statistik;

   Sammanfattning : Achievement tests are used to measure the students' proficiency in a particular knowledge. Computerized achievement tests (e.g. GRE and SAT) are usually based on questions available in an item bank to measure the proficiency of students. LÄS MER

7. 20. The meaning(s) of inclusion in mathematics in student talk : Inclusion as a topic when students talk about learning and teaching in mathematics

   Författare :Helena Roos; Despina Potari; Hanna Palmér; Nùria Planas; Linnéuniversitetet; []
   Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; inclusion in mathematics; discourse analysis; students meaning s ; Matematikens didaktik; Mathematics education; Mathematical Education;

   Sammanfattning : This thesis contributes to research and practice within the field of special education in mathematics with more knowledge about, and an understanding of, students´ meaning(s) of inclusion in mathematics education. Three research questions guide the study: What meaning(s) is/are ascribed, and how is inclusion used, in mathematics education research? What meaning(s) do the students ascribe to inclusion in mathematics learning and teaching? And what frames students´ meaning(s) of inclusion in mathematics learning and teaching?The first part of this study began with a systematic literature review on the notion of inclusion in mathematics education research, and the search resulted in 1,296 research studies. LÄS MER