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142 avhandlingar som matchar ovanstående sökkriterier.
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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 :Andreas Rossholm; Blekinge Tekniska Högskola; []
Nyckelord :TEKNIK OCH TEKNOLOGIER; ENGINEERING AND TECHNOLOGY; QoE; video quality assessment; video quality metric; multi-linear regression; artificial neural network; support vector machine; quality predictor; machine learning; temporal scaling; spatial scaling; video compression; deblocking filter; noise cancelling; synchronization; audio delay; video delay; GSM interference signal; noise cancellation; notch filtering;
Sammanfattning :
The use of audio and video communication has increased exponentially over the last decade and has gone from speech over GSM to HD resolution video conference between continents on mobile devices. As the use becomes more widespread the interest in delivering high quality media increases even on devices with limited resources. 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 :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 :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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