Formativ bedömning - med samtalet som grund : En kvalitativ studie om lärares erfarenheter och tankar om bedömning

• Main Author: Temnert, Ingela
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2012
• Subjects: Dialog; Self assessment; Peer assessment; Feedback; Samtal; Självbedömning; Kamratbedömning
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-18135

The purpose of this essay is to discover what Formative Assessment is used for in practice and also how teachers use the Curriculum for elementary school, preschool and after-school activity 2011 (Lgr 11) in their Formative Assessment work. The questions are as follows: What considerations do teachers take into account when assessing a student? How do teachers view assessment for learning? How do the teachers consider formative assessment works in relation to Lgr 11? I have used a qualitative research method to answer my questions. I have interviewed five teachers regarding their view on and experience with assessment. Using a hermeneutic approach I have tried to retrieve a deeper meaning from my interviewees regarding formative assessment. I have approached formative assessment using the socio-cultural perspective because I believe it to be the best fit. All of the informants believe formative assessment has made it easier to assess students and also that it works very well together with Lgr 11. A well done and effective formative assessment is always according to the teachers in the study based in the dialog and interaction with the student with-in the socio-cultural integration. The interaction between teacher and student is central to the success of his/her education. Through communication the teacher helps the student to understand abstract concepts and connect them to their earlier experiences. Especially during the earlier school years where the teachers seem to be more reluctant towards giving out a written grade.