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Bedömning och Lärande: Relationen mellan bedömning och lärande diskuterat ur ett lärarperspektiv
Halmstad University, School of Social and Health Sciences (HOS).
2010 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
Assessment and learning : The relationship between assessment and learning, from a teacher's perspective (English)
Abstract [sv]

Under 2008 beslutade regeringen att lärare i grundskolan skall avge skriftliga omdömen i alla ämnen eleven undervisats i, från årskurs ett. Processen med att skriva omdömen skall leda fram till en mer gemensam syn på lärande och bedömning ute på skolorna. Syftet med föreliggande studie var att beskriva relationen mellan bedömning och lärande ur ett lärarperspektiv. Studien genomfördes med en deskriptiv design och fenomenografisk ansats. Data samlades in genom intervju med sex strategiskt valda grundskollärare. Det strategiska urvalet bestod av en spridning avseende kön, ålder, antal år som lärare och utbildning utöver lärarutbildning samt att de arbetade inom geografiskt spridda områden inom Halmstad kommun. I resultatet framkom fyra varierande beskrivningskategorier. Bedömning ledde till medvetenhet om elevers kunskapsnivå. Lärarna erfor att målrelaterade bedömningar användes till att göra eleverna medvetna om att det fanns mål att nå och visade på olika sätt och vägar att nå dit. Men det framkom även att den målrelaterade bedömningen styrde undervisningen innehåll. Lärarna menade att arbetet med kriterier till bedömningsmatriser, tog mycket tid och var ett arbete som ibland gick ut över lektionsplanering. Elevers delaktighet i bedömning påverkade deras lärande. Lärarna uttryckte att om eleven själv var involverad i sin egen bedömning uppstod en känsla av delaktighet, som ledde till att hon/han tog större ansvar för sin egen utveckling. I resultatet framkom att bedömning skapade motivation som främjade elevers lärandeprocess. Lärarna blev motiverade av att bedömningarna gjordes mer formativa och framåtsyftande.

Studiens resultat visar betydelsen av att variera såväl undervisning och bedömningsform för att höja kvaliteten på lärandet och att lärarna är insatta i möjligheter och svårigheter som hänger ihop med respektive bedömningsform.

Abstract [en]

In 2008 the government decided that teachers in primary schools must submit written opinions on all subjects taught to the student from grade one. The process of writing reviews should lead to a more common approach to learning and assessment at schools. The purpose of this study was to describe the relationship between assessment and learning, from a teacher's perspective. The study was conducted with a descriptive design and phenomenographical approach. Data was collected through interviews with six strategically selected primary school teachers. The strategic sample consisted of a spread regarding sex, age, number of years as a teacher, education beyond teacher training and that they were operating in geographically dispersed areas in the Halmstad Municipality. The results revealed four different categories of description. Assessment led to the awareness of students  knowledge. The teachers’ experience was that target-based assessments made students aware that there were goals to achieve and showed various ways to get there. But it was also found that the target-based assessments ruled the teaching content. Teachers felt that the work taken in determining the criteria for the assessment matrices took a large amount of time and was a job that sometimes took place instead of lesson planning. Students  participation in the assessment affected their learning. Teachers expressed the opinion that if the pupil was involved in their own assessment there was a sense of ownership, which led to them taking more responsibility for their own development. The results showed that the assessments created motivation that promoted a student’s learning process. The teachers were motivated by the fact that assessments were more formative and proactive. Study findings show the importance of varying both the teaching and assessment form to improve the quality of learning and that teachers must be familiar with the opportunities and difficulties associated with each assessment form.

Place, publisher, year, edition, pages
2010. , 33 p.
Keyword [en]
Assesment, learning, variations, experience, formative, summative
Keyword [sv]
Bedömning, lärande, variation, erfarande, formativ, summativ
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hh:diva-3806OAI: oai:DiVA.org:hh-3806DiVA: diva2:291969
Presentation
(English)
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2010-02-17 Created: 2010-02-04 Last updated: 2010-02-17Bibliographically approved

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  • apa
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