Formativ bedömning på distans

• Main Author: Jönsson Ahlbin, Johan
• Format: Others
• Language: Swedish
• Published: Malmö universitet, Institutionen för samhälle, kultur och identitet (SKI) 2021
• Subjects: Covid-19; Digitala verktyg; Distans; Distansundervisning; Distansutbildning; Formativ bedömning; Fördelar; Gymnasiet; Hermeneutik; Intervjuer; Kvalitativ metod; Lärare; Möjligheter; Nackdelar; Religionskunskap; Tolkning; Utmaningar; Didactics; Didaktik; Pedagogy; Pedagogik
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44031

The two main purposes of this essay are to examine how formative assessment was used and what challenges were meet in doing so by upper secondary teachers within the subject of religion. The study looks at these questions in the context of after the teachers transitioned to remote learning due to the covid-19 pandemic. The study aspire to answer the questions posed by the essay using the qualitative interview study method in combination with a general hermeneutic analytical approach. The interviews are semi-structured in their approach. The empirical data extracted by the interviews are analyzedanalysed using a general hermeneutic perspective which includes the hermeneutic circle. The chapter dealing with earlier research puts the ups and downs of formative assessment as well as grading via digital tools in the spotlight. The results show that the prerequisites of and for formative assessment via remote learning is present for all the interviewed teachers. Some of the challenges found were that both the lack of variety of digital tools and the overflow of multiple different digital tools both in their own ways created obstacles or inefficiencies for the teachers. Another result was that the practice of formative assessment via remote learning is a very time-consuming endeavorendeavour for the teachers, and certain elements of perceived quality were cut back by the teachers in favorfavour of saving time. A suggestion for further research is to interview and perhaps observe the pupils in a remote learning situation and see how they perceive their learning in contrast to what the teachers perceive.