The aim of this study is to investigate how learning intentions are sheared and clarified during lessons, as a part of formative assessment. Studies have shown that the capability of formative assessment is an important part of teacher quality and that clarifying the intention with the lessons promotes the activity in the classroom. My study is going to focus on mathematic in a second grade class. The three questions that I am going to investigate are: How learning intentions and criteria for success are sheared and clarified in the instruction in mathematic? How do the pupils describe what the learning intentions in mathematic are? How do the pupils describe how they get to know the learning intentions in mathematic?   The method that I have used to investigate the first question is observation of eight lessons in mathematic, in two different mathematic groups. The second and third questions focus on the pupils and interviews with pupils are therefore used to investigate them.   Formative assessment and strategy one, clarifying and shearing learning intentions and criteria for success are used as a theoretical framework in the analyze of the results. The conclusions I have reached are that the mathematic book is a big prat of the lessons and both the teacher and the pupils make it seem like the main intention of the lessons. A summative test was done during the study and it indicated that high scores seem to be more in focus than the knowledge and understanding. Almost all the pupil that I interviewed describe their IUP-intentions (plan for individually developing) that they have been given in the beginning of the year. The pupils were not sure what the intentions meant and told me that they never used them after they get them, which they do in the Swedish education.

<p>When it comes to education, the legacy of apartheid in South Africa has had major implications for the higher education system. The White population group long dominated the nrolment of students in higher education institutions, although they were, and still are, one of the minority population groups in the country. The under-preparedness of black students means that they require structures to prepare and assist them within the higher education environment. In order to assist these disadvantaged students, higher education institutions have established certain Academic Support Programmes. One such programme is the Career Preparation Programme (CPP) being offered at the University of the Free State. This study attempts to measure the success rate of the Career Preparation Programme and to time to completion of graduates.</p>

<p>When it comes to education, the legacy of apartheid in South Africa has had major implications for the higher education system. The White population group long dominated the nrolment of students in higher education institutions, although they were, and still are, one of the minority population groups in the country. The under-preparedness of black students means that they require structures to prepare and assist them within the higher education environment. In order to assist these disadvantaged students, higher education institutions have established certain Academic Support Programmes. One such programme is the Career Preparation Programme (CPP) being offered at the University of the Free State. This study attempts to measure the success rate of the Career Preparation Programme and to time to completion of graduates.</p>

Magister Educationis - MEd / When it comes to education, the legacy of apartheid in South Africa has had major implications for the higher education system. The White population group long dominated the nrolment of students in higher education institutions, although they were, and still are, one of the minority population groups in the country. The under-preparedness of black students means that they require structures to prepare and assist them within the higher education environment. In order to assist these disadvantaged students, higher education institutions have established certain Academic Support Programmes. One such programme is the Career Preparation Programme (CPP) being offered at the University of the Free State. This study attempts to measure the success rate of the Career Preparation Programme and to time to completion of graduates. / South Africa

Syfte och frågeställningar Syftet med undersökningen är att undersöka hur nyckelstrategin ”att klargöra, dela och förstå lärandemålen och framgångskriterierna” beskrivs i idrottsdidaktisk litteratur. Följande frågeställning syftar till att uppfylla syftet: Hur skildras nyckelstrategin i de idrottsdidaktiska böckerna? Den övergripande frågeställningen förtydligas med följande frågor: 1) Nämns nyckelstrategin explicit i texterna? 2) Finns det spår av nyckelstrategin i texterna? Metod För att uppfylla syftet och besvara frågeställningarna analyserades fyra idrottsdidaktiska böcker med en kvalitativ innehållsanalys. Insamlandet av relevant material har gjorts manuellt utifrån ett antal kodningsprinciper. Efter insamlandet av data kodades materialet och sorterades in i teman. Resultat Analysen visar att nyckelstrategin inte nämns explicit i någon av texterna, däremot finns det spår av nyckelstrategin i texterna. Dessa spår förmedlar i princip samma innehåll som nyckelstrategin. Dock är det tveksamt om läsare kommer att förstå detta som viktiga aspekter eller veta hur de ska arbeta med detta som lärare då det relevanta innehållet inte har en framträdande roll i böckerna. Slutsats Det verkar fortfarande, även fast uppdaterade böcker inom ämnet nyligen publicerats, finnas en brist på information om bedömning för lärande och nyckelstrategin ifråga i den här typen av böcker. Det finns ett behov av mer forskning om hur vi kan arbeta med bedömning för lärande inom ämnet och även ett behov av att detta förmedlas till lärare i ämnet. / <p>Fristående kurs Idrott III</p>

<p>1979 till 1989 pågick en sovjetisk militär insats i Afghanistan vars syfte var att bedriva upprorsbekämpning för att stödja den afghanska marionettregeringen. Efter 9/11 2001 blev Afghanistan återigen ett insatsområde för en amerikanskledd koalition vars syfte var att störta talibanerna och sätta en ny regering till makten. Som en följd av detta genomfördes flera markoperationer för att rensa upp de sista talibanska fästena. En av dessa operationer var Operation Anaconda. Men fanns och finns det fortfarande erfarenheter som från Sovjets insatser som kunde haft en effekt på denna operation samt liknande operationer? Syftet med denna uppsats är att utgå från de sovjetiska operationer Afghanistan 1979-1989 och påvisa framgångsfaktorer som kan användas på markoperationer inom ramen för upprorsbekämpning. Uppsatsen slutsatser pekar på att det finns framgångsfaktorer att dra av de sovjetiska erfarenheterna i områdena: Indirekt eld, den afghanska terrängen och lokalt understödjande förband, ledning, operationssäkerhet och principen för överraskning.</p> / <p>Between 1979 and 1989 there was an on going soviet military intervention which purpose was to battle insurgents in favour of the, by the Soviets, supported puppet government. After 9/11 2001 Afghanistan was once again a stage, bur for an American led coalition which purpose was to over throw the Taliban regime and install a new government. Because of this, several ground operations were conducted to clear out the last of the Taliban remnants. One of these operations was Operation Anaconda. But were there any experiences from the soviets operations that could have an effect on this and other operations? The purpose of this essay is to start from Soviet operations from 1979-1989 in Afghanistan and point out criteria’s of success that could be used on ground based operations within the context of counterinsurgency. The result of the essay points out that there is criteria’s of success to be found in the experiences from the Soviets operations in the fields of: Artillery, Afghan terrain and local supportive units, command and control, operational security and the principle of surprise.</p>

1979 till 1989 pågick en sovjetisk militär insats i Afghanistan vars syfte var att bedriva upprorsbekämpning för att stödja den afghanska marionettregeringen. Efter 9/11 2001 blev Afghanistan återigen ett insatsområde för en amerikanskledd koalition vars syfte var att störta talibanerna och sätta en ny regering till makten. Som en följd av detta genomfördes flera markoperationer för att rensa upp de sista talibanska fästena. En av dessa operationer var Operation Anaconda. Men fanns och finns det fortfarande erfarenheter som från Sovjets insatser som kunde haft en effekt på denna operation samt liknande operationer? Syftet med denna uppsats är att utgå från de sovjetiska operationer Afghanistan 1979-1989 och påvisa framgångsfaktorer som kan användas på markoperationer inom ramen för upprorsbekämpning. Uppsatsen slutsatser pekar på att det finns framgångsfaktorer att dra av de sovjetiska erfarenheterna i områdena: Indirekt eld, den afghanska terrängen och lokalt understödjande förband, ledning, operationssäkerhet och principen för överraskning. / Between 1979 and 1989 there was an on going soviet military intervention which purpose was to battle insurgents in favour of the, by the Soviets, supported puppet government. After 9/11 2001 Afghanistan was once again a stage, bur for an American led coalition which purpose was to over throw the Taliban regime and install a new government. Because of this, several ground operations were conducted to clear out the last of the Taliban remnants. One of these operations was Operation Anaconda. But were there any experiences from the soviets operations that could have an effect on this and other operations? The purpose of this essay is to start from Soviet operations from 1979-1989 in Afghanistan and point out criteria’s of success that could be used on ground based operations within the context of counterinsurgency. The result of the essay points out that there is criteria’s of success to be found in the experiences from the Soviets operations in the fields of: Artillery, Afghan terrain and local supportive units, command and control, operational security and the principle of surprise.

Formative assessment is an integral part of teaching, not only as a tool for monitoring student-development, but also as basis for potential adjustments of pedagogical strategies. Therefore, this research paper examines how upper secondary students perceive, and report acting on different forms of formative assessment on writing in the subject of English 6. It also highlights what teachers perceive as key strategies in formative assessment, and how they report applying these strategies for improving students writing when teaching English 6. How teachers report clarifying, sharing, and explaining learning goals and criteria for success to their English 6 students is also discussed. The study was carried out by using mixed methods research and included a student questionnaire, a student focus group interview, and individual teacher interviews. Our results show important similarities and crucial differences in how students and teachers perceive different forms of formative assessment on writing, as well as how they perceive the learning goals and criteria for success in the subject of English 6. Moreover, our study identifies the need for further research on the perceptions of formative assessment on writing from a student viewpoint. In addition, we present ideas on how teachers could work with different forms of formative assessment to better meet the students’ needs.