Recent research has shown that summative feedback has a negative effect on pupils’ learning, because the feedback given lacks information sufficient to pupils. This compared to formative feedback which has shown positive results on pupils learning (William 2019). Despite the positive research results, it is problematic to implement the method in to practical teaching (Grevholm 2012). The purpose of this study is to analyze how formative feedback is used in mathematical teaching for grades 4-6 in Swedish schools. The study aims to answer the following questions: How is formative- and summative feedback in mathematics given? How is verbal feedback in mathematics used? This study has used the qualitative methods observation and interview to get a deeper insight of individual choices made by teachers. To analyze the collected materials, the theory of formative feedback in different levels have been used. The results show that the most common used formative feedback was in a verbal form. Verbal formative feedback was preferred since it involves direct communication, seldomly misunderstood. The results also show that written formative feedback was rarely given because it was considered time-consuming. Verbal formative feedback was mostly given to the pupils on a self-regulation level.

Abstract This study investigates how formative feedback provided from teachers to students in academic writing can enhance students’ writing skills, and what strategies teachers can use to motivate students and provide effective and timely feedback at upper secondary education in English as a Second Language (ESL) context. Many researchers have claimed that giving formative feedback is essential for the improvement of students’ writing skills. Several studies have also shown that English as an L2 students tend to appreciate effective and qualitative feedback. For this study, data were collected through searches from educational databases to examine this area within an ESL context and provide an overview of how formative feedback given from teachers can improve L2 students’ writing skills and what strategies teachers should use to give effective feedback. The overall results indicate that giving formative feedback in writing plays an important role in the improvement of the students’ writing skills and learning. The findings show that there are several strategies that should be used for the formative feedback to be effective and beneficial.  Key terms: formative feedback, writing skills, effective feedback, timely feedback.

South African mathematical teachers are being introduced to the pedagogical tool, Meaning Equivalence Reusable Learning Objects (MERLO) as formative assessment (FA) practised in the senior phase (Grade 8 and 9), to promote and support teachers’ professional growth in using FA practices in the classroom. Cultural-historical activity theory (CHAT) and meta-didactical transposition (MDT) was used to frame the evolution process of teachers’ praxeologies. This study used qualitative participatory action research that encompassed three phases: pre-MERLO participation, MERLO participation and post-MERLO participation phase. The study was conducted in the northeast of Pretoria in Tshwane district in the province of Gauteng. Twelve senior phase mathematics teachers were purposively sampled in six public schools before workshop training. During workshop training, only five teachers participated due to the COVID-19 outbreak. The data collection instrument in my study used pre-and post-interviews, classroom observations, field notes, teachers’ reflective journals, teachers’ lesson plans learners’ workbooks and learners’ worksheets. From the subsequent MERLO participation, the findings revealed that the participating teachers acquired adequate knowledge and skills of meta-didactical praxeologies that allowed them to structure and integrate the lesson plan of teachers’ didactical praxeologies as FA activities into their mathematics classrooms. Furthermore, the teachers revealed that the learners showed more interest and motivation in the lesson. The learners were also actively involved in the lesson, developed a deeper understanding of mathematics content, and showed increased autonomy in learning. This study contributes to introducing the dynamic evolution of teachers’ praxeology of meta-didactical praxeologies and didactical praxeologies to South African mathematics teachers in the senior phase (Grade 8 and 9), in which the teachers used the pedagogical tool MERLO to support FA activities in the mathematics classroom. However, it is important to note that the effectiveness of MERLO participation training processes used in my study is ongoing research with a current focus on teachers’ professional development, with a future view on implementing the pedagogical tool MERLO in South African schools. In addition, the effectiveness of the training could also be used to empower other teachers globally. / Thesis (PhD (Assessment and Quality Assurance))--University of Pretoria, 2021. / UP doctoral research bursary / Science, Mathematics and Technology Education / PhD (Assessment and Quality Assurance) / Restricted

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The purpose of the study was to investigate upper secondary teachers' perception and description of formative assessment in the subject of sports and health, but also how they assess that the formative assessment develops the students' learning in the subject. Through a qualitative approach, the results have been developed via seven semi-structured interviews with active teachers in the subject of physical education and health, grades 7–9.   The previous research on formative assessment in sports and health has shown that assessment is complex and difficult for physical education teachers (Tolgfors, 2017). The results of the present study demonstrate, based on the teachers' description, that factors such as time and competence contribute to the teachers' perception of formative assessment. The practical parts are dominated when it comes to formative assessment according to the teachers because they see feedback as more time-consuming in the theoretical parts. It is also in the practical parts that three of five key strategies for formative ­assessment are most expressed (William, 2013). According to the teachers' description, the learning that is promoted in the teaching is physical activity and the joy of movement. Results also show that teachers need support and knowledge to develop their formative classroom practice. Based on previous research and the survey results, there are arguments that the competence and the right conditions for formative assessment in the subject of sports and health need to be improved.

The purpose of this study was to take a case study approach to exploring student learning experiences in a large enrollment introductory biology class. Traditionally such classes are taught through the lecture method with limited instructor-student interaction and minimal student-centered learning (Lewis & Woodward, 1984; Wulff, Nyquist, & Abbott, 1987). Biology 120 taught at Brigham Young University winter semester 2006 by John Bell was chosen as the case for the study due to its large enrollment (263) and its innovative pedagogy. In the classroom, students applied their learning through a variety of student-centered activities including solving problems, discussing concepts with peers, drawing diagrams, and voting. Outside of the classroom students were assigned, in addition to reading from the textbook and homework problems, to teach each week's concepts to another student. Formative feedback was emphasized in classroom activities and through a unique assessment system. Students took self-graded weekly assessments designed to provide regular and timely feedback on their performance. The only traditionally-graded assessment was the final exam. Students were expected to understand, apply, and think analytically with their knowledge and this was reflected in the assessment items. Student learning, as measured by a pretest and a posttest, increased from an average of 44% correct to 77% correct on a set of 22 items common to both tests. Responses to pre and post-surveys indicated that students increased in their orientation towards understanding as apposed to grades during the course. Qualitative data suggested that during the course many students deepened their learning approach and increased in feelings of personal control over their learning.

In 1969, Paul Tolstoy commented that archaeological investigation at La Venta had become "a fairly long and at times tortuous story of excavation, interpretation, re-interpretation, and depredation at the famous site found by Stirling." This thesis adds to the torture by describing and illustrating the architecture, burials, offerings, and stone sculpture of La Venta Complex A in an effort to reconcile data into an accurate sequence of meaningful cultural events. The details derive from excavation reports, field notes, maps, photographs, and correspondence of the early investigators of the site. This study addressed three myopic perceptions regarding La Venta: (1) the secludedness of Complex A, in particular the Ceremonial Court, from its inception to its termination, (2) the classification and identification of real human burials in Complex A, and (3) the analytical decontextualization of objects, offerings, and monuments from connected ritual activities there.

The purpose of the study was to examine seven upper-secondary school students' perceptions of teachers' use of formative assessment and feedback in the classroom. The basis for the study was Wiliam (2017) and Hattie's (2008) theories on formative assessment and visible learning. The study was conducted using semi-structured interviews with seven students from six different schools to find out what their perceptions were about the use of formative assessment in the school environment. The interviews were analyzed using thematic analysis. The results of the study show that most students experience a fear of failure in their studies. More specifically, the students reported that they had difficulty understanding and using the teachers’ feedback and that this feedback was often perceived as negative. They also find it difficult to interpret what the teacher wants to say with their feedback and they do not dare to challenge themselves in the tasks they are given by teachers due to the fear of making mistakes. There are challenges in how teachers give students feedback and also how feedback is used by students. Mostly the challenge concerns the time it takes for students to get feedback from their teachers, also the difficulty for teachers and students to work formatively with learning platforms. The students reported that learning platforms risk acting more as a way for students to see what level they are reaching in courses, rather than helping students to develop.

How can integration of children and young people with refugee background succeed in educational and pedagogical institutions? The aim of this book is to identify conditions that promote a successful integration in the context of non-formal education on the basis of a quantitative and qualitative longitudinal data. This book gives evidence, that integration can be promoted by several conditions and it provides a first typology of different types of institutional actions. / Wie kann pädagogische Integrationsförderung von Heranwachsenden mit Fluchterfahrung gelingen? Ziel des Buches ist es, auf Basis einer quantitativen und qualitativen Längsschnittstudie Gelingensbedingungen pädagogischer Integrationsförderung im Kontext außerschulischer Bildungsangebote zu identifizieren. Eine integrationsfördernde Wirkung wird für einzelne Gelingensbedingungen nachgewiesen und eine erste Typologie institutioneller Handlungslogiken aufgestellt. Bislang sind nur wenige Studien zu verzeichnen, die sich mit dem integrationsfördernden Potenzial außerschulischer Bildungsangebote für Heranwachsende mit Fluchterfahrung auseinandersetzen. An diesem Punkt setzt die vorliegende Studie an und erörtert den Effekt von Gelingensbedingungen für eine pädagogische Integrationsförderung auf Grundlage einer quantitativen sowie qualitativen Längsschnittstudie. Eine Identifikation dieser integrationsfördernden Gelingensbedingungen erfolgt auf den Ebenen des Individuums, der Interaktion sowie der Institution.

Formative feedback is an active tool for a productive classroom. However, it may affect students’ written language positively or negatively. We all need confirmation from trusted peers or teachers to learn and develop knowledge and understanding. This project investigates what types of feedback teachers provide to students’ written texts and the reasons behind their choices. To collect the data required, four experienced teachers were interviewed. The study shows that it is valuable to give feedback orally to communicate. In spoken situations, teachers can make sure that the students have understood. The problem with written feedback is that it is often not understood or used by the learners. Regardless of whether the feedback appears in speaking or writing, it needs to communicate an understandable and specific message to the learners. The study shows that all teachers prefer providing oral feedback. However, because of time constraints, they use more written feedback. Furthermore, all teachers prefer not to correct all errors in the text. Instead, they focus on one issue at a time. Otherwise, students lose their interest in writing. Moreover, this study highlights the importance of focusing the feedback on an essay’s content, structure, and coherence rather than on grammar. The rationale given by the teachers concerns the students’ willingness to develop as a writer. Too much focus on grammar and incorrect uses of language may have a negative impact on this willingness. The conclusion of this study is that the four teachers prefer to give feedback several times. Firstly, they give informal and oral formative feedback before the task. Secondly, they provide written formative feedback on the students’ drafts. Thus, before submitting their completed texts for final assessment, they have the opportunity to revise their texts with the support of the teacher’s responses.