Lärares syn på kamratbedömning : En intervjustudie om sex lärares syn på kamratbedömning i årskurs 3

• Main Author: Elofsson, Amanda
• Format: Others
• Language: Swedish
• Published: Linnéuniversitetet, Institutionen för svenska språket (SV) 2017
• Subjects: Pupils’ texts; interview; peer assessment; teachers’ views; writing
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60715

This study examines how teachers view the use of peer assessment of pupils’ texts in grade 3. Six teachers were interviewed about how they work with peer assessment and the possibilities and challenges they see in using peer assessment in grade 3. The result showed that five of the teachers in the study worked with peer assessment by giving the pupils clear criteria for things they were supposed to respond to. The potential that the teachers saw in peer assessment was that pupils become aware of their own development and their learning. They also saw that the pupils’ social skills were positively affected by peer assessment. The greatest challenge the teachers saw lay in pairing the pupils together best as regards their zone of proximal development and ensuring that pupils developed through peer assessment. The conclusions of this study are that teachers need training in peer assessment so that they will feel comfortable using the method and be able to meet pupils’ development needs.