<p>I have made interviews with a teacher and with pupils from the lower grades in a school dominated by pupils with Swedish as their second language, about the role and effects of assessment with particular focus on the subject of <em>mathematics</em>. I have also studied the policy documents (“kursplanen”) for the subjects of Swedish and mathematics. The formulations of the learning goals in Swedish are differentiated, so that the demands are somewhat lower for pupils with Swedish as their <em>second language</em>. In mathematics, however, the learning goals are the same for all pupils, and they include the ability to communicate mathematical concepts in meaningful and relevant situations. The language of this communication is supposed to be Swedish, and the cultural code necessary to find the situation meaningful and relevant is often Swedish. The textbooks in mathematics for the early grades are oriented towards the learning goals, and contain many problems formulated in plain Swedish language, and with meaning and relevance often oriented to assumed fruit distribution habits among culturally Swedish children. This creates a problem with assessments in mathematics for many pupils with Swedish as their second language. They often feel that the assessments in mathematics are <em>unfair</em>, if they already know the numerical system and could have solved the problem, had it been given to them in a more simplified language. There is a risk that these pupils give up on the subject of mathematics too early, and for linguistic and cultural reasons. My research has shown that some of these pupils even question the mathematical ability of their teacher, because they can so easily check the numerical results on their pocket calculators, and at the same time find the verbal explanations of the teacher so difficult to understand. The problems resulting from the discrepancy between the learning goals in Swedish and mathematics, are aggravated by the recently introduced national tests in the third grade, witch give an official stamp on the use of <em>summative assessment</em> in the form of mathematical tests that includes verbally and culturally demanding problems. What the individual teacher in mathematics can do under these circumstances, is exploiting the rights and demands for <em>individualization of learning</em> to the outmost for pupils with Swedish as their second language. Children who in the future are going to use their mathematical skills and abilities professionally in the Swedish society certainly have to learn the appropriate words, as well as the cultural codes for the Swedish way of formulating mathematical problems. But their roads to achieving these particular goals in the national learning plan for mathematics, will in various ways be different from that of pupils with Swedish as their first language. The advent of national tests in mathematics in the third grade makes it even more important for the teacher to focus on the use of <em>formative assessments</em>, that make temporary allowance for the pupils present shortcomings in the linguistic and cultural understanding of mathematics, while at the same time setting up personal and individualized learning goals, aimed at overcoming these shortcomings.</p>

<p>Kunskapsbedömning – elevers inställning till och uppfattning om bedömning är en kvantitativstudie genomförd mot en teoretisk bakgrund där den formativa bedömningen står i centrum.Studiens syfte är att erhålla kunskap om elevers inställning till och uppfattning ombedömning. Problempreciseringen lyder:Vilken inställning har eleverna till bedömning?Hur uppfattar eleverna bedömning?Hur uppfattar eleverna skriftliga omdömen?Undersökningen genomfördes med hjälp av en enkät. Resultatet visar att eleverna i denundersökta sjunde klassen uppfattade prov, egna texter, läxförhör, muntliga förhör, muntligaredovisningar samt hur aktiv eleven är på lektion tillika hur den uppför sig som bedömning.Deras inställning till bedömning varierade från glädje till prestationsångest. Resultatet kanockså visa på en relation mellan ansträngning och oro, där de elever som inte upplevde att detvar ansträngande att bli bedömd inte heller upplevde oro i samma utsträckning som de eleversom upplevde att det var ansträngande att bli bedömd.Resultatet visar att eleverna hade en oklar bild av vad skriftliga omdömen är tillika en oklarinställning till dessa.</p>

<p><p>The purpose of this essay is to study how to support students who have not achieved the objectives for grade 3 in mathematics. This was done using a teaching experiment with students in grade 4 who have failed the target in grade 3. The research tools were literature searches, mentoring, diary entries, interviews, analysis of student responses from the primary sample, and photographs of critical moments of the teaching.</p><p>The teaching experiment was made at an elementary school outside a major city in Sweden. Out of 49 students 17 needed to be given extra support in one or more milestones from national tests grade 3. The paper reports one of the targets, which is written algorithms, where nine students participated in 15 lessons á 30 minutes. All nine participating students enhanced to fulfill their objectives and passed the level approved in the fractional G "Written algorithms". The average changed from 5 to 12 correct out of 14 possible after the teaching experiment. The students worked in a small temporary group linked to the present case by virtue of a special teacher who used formative assessment.</p><p>The students chose to use the arrangement as written calculation method instead of using intermediaries in the sub sample.</p></p> / <p>Syftet med denna uppsats är att undersöka hur man kan stödja elever som ännu inte nått målen för skolår 3 i matematik. Detta genomfördes i ett undervisningsförsök med elever i skolår 4 som inte klarat målet för skolår 3. Forskningsverktygen var litteratursökning, handledning, dagboksanteckningar, intervjuer, analys av elevsvar från delprov och fotografier av kritiska moment från undervisningen.</p><p>Undervisningsförsöket gjordes på en 1-7 skola utanför en större stad i Sverige. Av 49 elever var det 17 st som behövde få extra stöd i ett eller flera delmål enligt nationella prov skolår 3. I uppsatsen redovisas ett av delmålen som handlar om skriftliga räknemetoder där nio elever deltog på 15 st lektioner á 30 min. Alla de nio deltagande eleverna ökade sin måluppfyllelse och klarade nivån för godkänt på delprov G "Skriftliga räknemetoder" . Medelvärdet på resultatet ändrades från 5 till 12 rätt av 14 möjliga efter undervisningsförsöket. Eleverna arbetade i en liten tillfällig grupp knuten till det aktuella målet med stöd av en speciallärare som använde sig av formativ bedömning.</p><p>Eleverna valde att använda uppställning som skriftlig räknemetod framför räkning med mellanled i delprovet.</p>

Abstract: This dissertation is a case study of one teacher who participated in a project that investigated the effects of the Texas Instruments NavigatorTM, a wireless communication system on student algebra achievement and related pedagogy. The larger study, Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS) based at The Ohio State University (OSU), funded by the U. S. Department of Education, involved approximately 120 self-selected participants across the United States. A partial requirement for participation was agreement to attend professional development provided by the CCMS project. The professional development included a week-long summer institute at OSU prior to implementation of the TI-NavigatorTM, attendance at annual International T3 meetings, participation in the cohort listserve, and semi-annual telephone interviews. During data collection of the CCMS project, many of the participants exhibited an enthusiasm for implementation of the tool and the pedagogy supported by the CCMS project. The subject of this case study, Mrs. G, was among those perceived as high implementers. This longitudinal study attempts to verify alignment of her instruction with the pedagogy promoted in the professional development sessions provided by the project. Transcripts from professional development sessions were compared with Mrs. G’s comments about her perception of her implementation of the project. Transcribed classroom observations were then analyzed using NVivo software to quantify evidence of implementation of the pedagogy with respect to the three constructs of classroom discourse, levels of questioning and formative assessment. The results of the analyses indicated that Mrs. G implemented the pedagogy advocated by the professional development sessions of the CCMS project. According to the literature key elements were in place for successful professional development. The teacher was allowed autonomy and choice in her professional development In Mrs. G’s words, “Professional development must be relevant to my profession and support my goals… student understanding.” Implications are that pre-service programs should instill in prospective teachers the importance of life-long learning and equip them with strategies to seek out professional development opportunities that are relevant to them. In-service teachers should in turn be given autonomy and choice in determining which professional development opportunities will complement their programs.

This study presents a formative evaluation of an afterschool program that combined youth development and school garden curricula. This program used a novel approach to teach elementary school children about fruits and vegetables and to engage them in advocacy for the physical activity and nutrition environments in their community. The youth development curriculum included sessions on team building, community pride, healthy eating and physical activity, and advocacy. Photovoice was used as a method to allow participants to assess their community and communicate findings with leaders. Participants selected community leaders to invite to their school and shared their findings via a presentation of the photographs and a plan for action. The school garden curriculum included lessons on plant parts, plant nutrients, site evaluation, and pollination. Participants planted and harvested vegetables in a raised bed constructed at their school. Formative evaluation was conducted through the use of an evaluation form to collect information about each session. Evaluations were examined to provide recommendations to strengthen future program design and implementation. Themes of the evaluation were: successful methods for engaging youth, issues within the social environment, and implications for program management. Successful methods for engaging youth included creative activities, working in pairs, and experiential activities. Issues in the social environment were behavioral problems, shyness, gender groups, and competition. Areas of concern for program management included recruitment, attendance, volunteer training, team building activities, and survey administration.

Kunskapsbedömning – elevers inställning till och uppfattning om bedömning är en kvantitativstudie genomförd mot en teoretisk bakgrund där den formativa bedömningen står i centrum.Studiens syfte är att erhålla kunskap om elevers inställning till och uppfattning ombedömning. Problempreciseringen lyder:Vilken inställning har eleverna till bedömning?Hur uppfattar eleverna bedömning?Hur uppfattar eleverna skriftliga omdömen?Undersökningen genomfördes med hjälp av en enkät. Resultatet visar att eleverna i denundersökta sjunde klassen uppfattade prov, egna texter, läxförhör, muntliga förhör, muntligaredovisningar samt hur aktiv eleven är på lektion tillika hur den uppför sig som bedömning.Deras inställning till bedömning varierade från glädje till prestationsångest. Resultatet kanockså visa på en relation mellan ansträngning och oro, där de elever som inte upplevde att detvar ansträngande att bli bedömd inte heller upplevde oro i samma utsträckning som de eleversom upplevde att det var ansträngande att bli bedömd.Resultatet visar att eleverna hade en oklar bild av vad skriftliga omdömen är tillika en oklarinställning till dessa.

The evaluation and assessment of a pupil’s knowledge is today an important part of a teachers work. The function of the evaluations for younger pupils (grades 1-3) has assumed a more prominent role in the school system due to the introduction of written assessments as well as national testing in grade 3. One of the purposes of this research has been to find out the teacher’s opinions of the written assessment in grade 3. My intention has been to study how teachers feel about assessment in general, what they assess as well as when and how they do it. I also wanted to find out when and how they used “formative” or “summative”assessments, respectively. In the empiric research I have used qualitative, unstructured interviews with five professional teachers. All teachers interviewed work in the elementary school system (1-3) and have worked within this school system between 10-30 years. The material gathered from the interviews have been analyzed and categorized thoroughly in order to find various patterns. The result of the research showed that the evaluations and assessments are used mainly to indicate each pupil’s individual scholastic development.  Some evaluations are, according to the teachers, included in the daily work with the pupils (and are formative), while other evaluations occur at special, less random occasions (and are summative). It was clear to me that the teachers don’t base their opinions of, and methods in assessment on research but on their long experiences as teachers. One major result from my study is that the teachers don’t look on assessment as being of any greater importance in the elementary school (grade 1-3).

I have made interviews with a teacher and with pupils from the lower grades in a school dominated by pupils with Swedish as their second language, about the role and effects of assessment with particular focus on the subject of mathematics. I have also studied the policy documents (“kursplanen”) for the subjects of Swedish and mathematics. The formulations of the learning goals in Swedish are differentiated, so that the demands are somewhat lower for pupils with Swedish as their second language. In mathematics, however, the learning goals are the same for all pupils, and they include the ability to communicate mathematical concepts in meaningful and relevant situations. The language of this communication is supposed to be Swedish, and the cultural code necessary to find the situation meaningful and relevant is often Swedish. The textbooks in mathematics for the early grades are oriented towards the learning goals, and contain many problems formulated in plain Swedish language, and with meaning and relevance often oriented to assumed fruit distribution habits among culturally Swedish children. This creates a problem with assessments in mathematics for many pupils with Swedish as their second language. They often feel that the assessments in mathematics are unfair, if they already know the numerical system and could have solved the problem, had it been given to them in a more simplified language. There is a risk that these pupils give up on the subject of mathematics too early, and for linguistic and cultural reasons. My research has shown that some of these pupils even question the mathematical ability of their teacher, because they can so easily check the numerical results on their pocket calculators, and at the same time find the verbal explanations of the teacher so difficult to understand. The problems resulting from the discrepancy between the learning goals in Swedish and mathematics, are aggravated by the recently introduced national tests in the third grade, witch give an official stamp on the use of summative assessment in the form of mathematical tests that includes verbally and culturally demanding problems. What the individual teacher in mathematics can do under these circumstances, is exploiting the rights and demands for individualization of learning to the outmost for pupils with Swedish as their second language. Children who in the future are going to use their mathematical skills and abilities professionally in the Swedish society certainly have to learn the appropriate words, as well as the cultural codes for the Swedish way of formulating mathematical problems. But their roads to achieving these particular goals in the national learning plan for mathematics, will in various ways be different from that of pupils with Swedish as their first language. The advent of national tests in mathematics in the third grade makes it even more important for the teacher to focus on the use of formative assessments, that make temporary allowance for the pupils present shortcomings in the linguistic and cultural understanding of mathematics, while at the same time setting up personal and individualized learning goals, aimed at overcoming these shortcomings.

Under 2008 beslutade regeringen att lärare i grundskolan skall avge skriftliga omdömen i alla ämnen eleven undervisats i, från årskurs ett. Processen med att skriva omdömen skall leda fram till en mer gemensam syn på lärande och bedömning ute på skolorna. Syftet med föreliggande studie var att beskriva relationen mellan bedömning och lärande ur ett lärarperspektiv. Studien genomfördes med en deskriptiv design och fenomenografisk ansats. Data samlades in genom intervju med sex strategiskt valda grundskollärare. Det strategiska urvalet bestod av en spridning avseende kön, ålder, antal år som lärare och utbildning utöver lärarutbildning samt att de arbetade inom geografiskt spridda områden inom Halmstad kommun. I resultatet framkom fyra varierande beskrivningskategorier. Bedömning ledde till medvetenhet om elevers kunskapsnivå. Lärarna erfor att målrelaterade bedömningar användes till att göra eleverna medvetna om att det fanns mål att nå och visade på olika sätt och vägar att nå dit. Men det framkom även att den målrelaterade bedömningen styrde undervisningen innehåll. Lärarna menade att arbetet med kriterier till bedömningsmatriser, tog mycket tid och var ett arbete som ibland gick ut över lektionsplanering. Elevers delaktighet i bedömning påverkade deras lärande. Lärarna uttryckte att om eleven själv var involverad i sin egen bedömning uppstod en känsla av delaktighet, som ledde till att hon/han tog större ansvar för sin egen utveckling. I resultatet framkom att bedömning skapade motivation som främjade elevers lärandeprocess. Lärarna blev motiverade av att bedömningarna gjordes mer formativa och framåtsyftande. Studiens resultat visar betydelsen av att variera såväl undervisning och bedömningsform för att höja kvaliteten på lärandet och att lärarna är insatta i möjligheter och svårigheter som hänger ihop med respektive bedömningsform. / In 2008 the government decided that teachers in primary schools must submit written opinions on all subjects taught to the student from grade one. The process of writing reviews should lead to a more common approach to learning and assessment at schools. The purpose of this study was to describe the relationship between assessment and learning, from a teacher's perspective. The study was conducted with a descriptive design and phenomenographical approach. Data was collected through interviews with six strategically selected primary school teachers. The strategic sample consisted of a spread regarding sex, age, number of years as a teacher, education beyond teacher training and that they were operating in geographically dispersed areas in the Halmstad Municipality. The results revealed four different categories of description. Assessment led to the awareness of students  knowledge. The teachers’ experience was that target-based assessments made students aware that there were goals to achieve and showed various ways to get there. But it was also found that the target-based assessments ruled the teaching content. Teachers felt that the work taken in determining the criteria for the assessment matrices took a large amount of time and was a job that sometimes took place instead of lesson planning. Students  participation in the assessment affected their learning. Teachers expressed the opinion that if the pupil was involved in their own assessment there was a sense of ownership, which led to them taking more responsibility for their own development. The results showed that the assessments created motivation that promoted a student’s learning process. The teachers were motivated by the fact that assessments were more formative and proactive. Study findings show the importance of varying both the teaching and assessment form to improve the quality of learning and that teachers must be familiar with the opportunities and difficulties associated with each assessment form.

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mso-ansi-language:SV;} span.BallongtextChar {mso-style-name:"Ballongtext Char"; mso-ansi-font-size:8.0pt; mso-bidi-font-size:8.0pt; mso-ascii-font-family:Tahoma; mso-hansi-font-family:Tahoma; mso-bidi-font-family:Verdana; mso-fareast-language:EN-US;} @page Section1 {size:612.0pt 792.0pt; margin:70.85pt 70.85pt 70.85pt 70.85pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:1492866463; mso-list-type:simple; mso-list-template-ids:517357830;} @list l0:level1 {mso-level-start-at:0; mso-level-number-format:bullet; mso-level-text:-; mso-level-tab-stop:18.0pt; mso-level-number-position:left; margin-left:18.0pt; text-indent:-18.0pt;} ol {margin-bottom:0cm;} ul {margin-bottom:0cm;} -->This paper will discuss the proposed reintroducing of a final degree in upper secondary school. In a public government inquiry that was released in March 2008 a proposal about reintroducing a final degree in upper secondary school was presented. A final degree has not been a part of the upper secondary school science 1968. Why was the system with a final degree abounded and why do the government want to reintroduce it? Research in pedagogy has through the years presented numbers of theories about assessment. In last decades a great part of the discussion has been focused on formative assessment. In formative assessment the assessment is used as a pedagogy tool. The purpose is to help the student develop their learning process and to learn to work independently. The contrary to formative assessment is assessment which only purpose is to summarise and control the level of knowledge a student possesses. The public government inquiry that led to abolish of a final degree in upper secondary school in 1968 shared many thoughts with theories about formative assessment. Forty years later the government has grown sick of all the formative assessment, which they think has led to a “muddled” school. The public government inquiry presented in 2008 wants to reintroduce a final degree and create a school where the student’s knowledge is orderly controlled and summarised.