Despite the implementation of various strategies to improve outcomes, the pass rates for the National Council Licensure Exam for Registered Nurses (NCLEX-RN) for an associate degree nursing (ADN) program continue to decrease. This study examined the use of a supplemental computer-assisted formative assessment (SCAFA) as a strategy for NCLEX-RN success. A qualitative case study with a theoretical framework based on constructivism was designed to investigate nurse educators' perspectives of this particular strategy for successful outcomes. To explore these perspectives, data were collected from face-to-face interviews with nurse educators and from program documents from 1 ADN program in the southeastern United States. Guiding research questions explored nurse educators' perceptions of SCAFA and determined if and how data from these assessments were utilized. The data were analyzed using lean coding to determine emerging themes. The findings showed that a lack of consistency in the use of this tool diminishes the effectiveness of this supplemental strategy. Additional themes that emerged: educator and student attitudes, orientation and SCAFA process, resource allocation, training and preparation, and data-driven decision making. These findings were used to design a professional development project focused on the effective use of SCAFA throughout the nursing program. The study and project are expected to promote positive social change by contributing to the body of evidence on computer-assisted formative assessment, bolstering student and nurse educator learning, increasing the number of nursing students who are prepared to successfully pass the NCLEX-RN, improving program outcomes, and contributing to the professional nursing workforce.

This paper examines the impact of teachers' formative feedback on intermediate drafts on student writing development and its interrelationship with summative assessment. Formative feedback is advocated for its benefits on learners writing development; however, its usage in writing instruction at the upper-secondary level is met with frustrations from teachers and students alike. This paper endeavors to draw upon international research on the topic, synthesize the results and correlate it to the educational context of ESL teaching of writing in Swedish upper-secondary schools to elucidate what formative feedback practices are beneficial and how summative aspects can impact them. Research shows that feedback that is encouraging, investigative, and deals with global and local issues alike is more beneficial for facilitating writing development in a new genre. However, teachers should be mindful of overusing imperatives as they can act as demotivators, and they should also be mindful of the toll engaging with feedback takes on learners. Furthermore, teachers should not use grades to motivate feedback uptake, as it does not incentivize learners to do meaningful revisions. Lastly, more research should examine how formative feedback can illustrate students' writing standards without impeding benefits to writing development.

The diploma thesis deals with the development of self-evaluation within the formative evaluation of primary school pupils during the first and second grade of primary school. The theoretical part is divided into four chapters. The first chapter characterizes the period of younger school age. The second chapter deals with the characteristics of evaluation and assessment with emphasis on school assessment, its goals, functions, types and risks. The third chapter introduces us to the concept of formative assessment and its key strategies. The final chapter focuses on the pupils' self-assessment. It describes the concept of self- assessment and introduces us to important factors that need to be taken into account when implementing self-assessment activities. The research part describes the research objectives, research questions and data collection methods. It characterizes the research sample in terms of school, class and pupils. It focuses on the description and reflection of the six established self-assessment techniques and the subsequent analysis of the development of self-assessment skills. The aim of the research part was to systematically develop the self-assessment skills of pupils for a period of six months; reflect on their work and analyze the progress of pupils in this area using the...

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For the past 100 years, attempts have been made to develop teaching machines that support students’learning. Judging by the contemporary increase in funding for educational technology companies,there is now more than ever an interest in technology that facilitates learning. As a result of studentsbeing able to interact with learning material via internet-connected devices, it has become feasible toanalyze large quantities of interactional data in order to provide learners with individually tailoredlearning paths. This is one of the services provided by the company Sana Labs. Their algorithms aresaid to equip learners with actionable insights in the form of metrics and recommendations based oninteractions with digital learning platforms. However, the company has limited insight into how thetechnology can be used formatively in a classroom environment.As formative assessment includes clarifying what a student knows in relation to a curriculum goaland modifying learning activities accordingly to improve the student’s prospects to meet that goal, onespecific area of research within formative actions is the notion of feedback. Feedback has in metastudiesshown to be associated with high effect sizes in relation to learning, and how feedback can beconceptualized and implemented in digital learning environments has been investigated specifically.This exploratory study uses design science research to examine potential opportunities and risksassociated with automatically computed feedback in the form of visual metrics and recommendations.When analyzing external factors that affect learning, a behaviorist perspective is applied, and as forinternal processes such as meta-cognition and self-regulation, a constructivist perspective of learningis used. An artifact is developed in the form of a lo-fi prototype including three functions forautomated feedback, which are then evaluated by upper secondary mathematics teachers in Stockholmand a research manager at Sana Labs.The results indicate that it is possible to implement digital feedback strategies according to theliterature of feedback effects, and the technology available as of 2020. The interviewed teachersexpress how the functionality presented in the prototype could be helpful when working withformative assessment. Furthermore, the research manager deemed all of the proposed feedbackfunctions to be technically feasible. Regarding risks accompanying these strategies, a concern of theteachers could be identified, that the automated metrics and recommendations would be based on alimited view of the student’s knowledge. As a direction for further research, additional development ofthe prototyped functions is proposed, along with studies on the relationship between goal-setting andautomated feedback. / De senaste 100 åren har upprepade försök gjorts att utveckla undervisningsmaskiner som stödjerelevers lärande. Att döma av de senaste årens ökade investeringar i företag inom utbildningsteknologi,är intresset för att utveckla teknik som gynnar lärande nu större än någonsin. Som en följd av eleversmöjligheter att interagera med lärandematerial via internetuppkopplade enheter, har det blivit möjligtatt analysera stora mängder interaktionsdata för att ge elever individanpassade vägar för lärande.Detta är en av tjänsterna som erbjuds av företaget Sana Labs. Deras algoritmer uppges rusta elevermed handlingsbara insikter i form av mätvärden och rekommendationer baserade på interaktionermed digitala lärandeplattformar. Företaget har däremot begränsad insikt i hur tekniken kan användasformativt i en klassrumsmiljö.Eftersom formativ bedömning inkluderar att klargöra vad en student vet i förhållande till ettlärandemål, och att modifiera inlärningsaktiviteter därefter för att öka studentens möjligheter attuppnå målet, är feedback ett forskningsområde inom formativa åtgärder. Feedback har i metastudiervisat sig vara förknippad med höga effektstorlekar i relation till inlärning, och hur feedback kankonceptualiseras och implementeras i digitala inlärningsmiljöer har undersökts specifikt.Den här utforskande studien tillämpar design science research för att undersöka potentiellamöjligheter och risker förknippade med automatiskt beräknad feedback, i form av visuella metrikeroch rekommendationer. Utförda analyser av externa faktorer som påverkar lärande görs utifrån ettbehavioristiskt perspektiv, och för interna processer som metakognition och självreglering används ettkonstruktivistiskt perspektiv på lärande. En artefakt utvecklas i form av en lo-fi prototyp med trefunktioner för automatiserad feedback, som sedan utvärderas av gymnasielärare i matematik iStockholm, och en forskningschef på Sana Labs.Studien visar att det är möjligt att implementera strategier för digital feedback i enlighet medlitteratur om effekten av feedback. De intervjuade lärarna uttryckte att de såg hur den presenteradeprototypen kunde bidra i arbetet med formativ bedömning. Forskningschefen bedömde dessutom attalla de föreslagna funktionerna för feedback var tekniskt genomförbara. Gällande risker, kunde en oroidentifieras hos lärarna att automatiserade mätningar av kunskap och rekommendationer skullebaseras på en begränsad bild av en elevs kunskap. För vidare forskning föreslås ytterligare utvecklingav funktionerna, samt studier inom förhållandet mellan målsättning och automatiserad feedback.

Undersökningen syftar till att studera hur lärare arbetar med återkoppling för att utveckla elevens skriftliga språkkunskaper i förhållande till kunskapskrav. Ett delsyfte är att även undersöka vilka möjligheter och utmaningar lärarna ser med återkoppling på elevtexter som strategi för att utveckla elevens skriftliga språkkunskaper. Undersökningen utgår ifrån forskningsfrågorna om hur lärare tolkar Skolverkets kunskapskrav, hur lärare arbetar med återkoppling på elevtexter samt hur lärare uppfattar möjligheter och utmaningar med att ge återkoppling på elevtexter. Denna undersökning utgår ifrån en kvalitativ metod, baserat på kvalitativa semistrukturerade intervjuer. Materialet som analyserats består av sex intervjuer med yrkesverksamma utbildade lärare i ämnet svenska. Undersökningen visar att lärarna tolkar kunskapskraven likstämmigt, men upplever att de är komplexa. Vad gäller återkopplingen på elevtexter konstateras att lärarna anpassar arbetet med återkoppling efter tid, arbetsbelastning, men också utefter eleven och den aktuella skrivuppgiften. Gemensamt för lärarna i studien är att det uppfattas som viktigt att utveckla språket, samt att en sådan utveckling sker ligger hos både läraren och eleven. / This paper investigates how teachers work with feedback to improve the student’s written language, in relation to the syllabus. Moreover, this paper intends to distinguish what opportunitiesand challenges teachers face during their work with feedback regarding the student's writtenlanguage. The study emanates from the following research questions: How do teachers interpret the language criteria in the syllabus, how are the teachers working with feedback to improve students’ written language, and at last, what challenges and opportunities do the teachers experience during the work with feedback regarding the student's written language? The survey is based on a qualitative method, more specifically semi structed interviews with respondents teaching swedish in upper secondary school, in Sweden. The study shows that teachers tend to interpret the criteria in the syllabus uniformly, despite the complex formulations there are. It was also found that teachers’ feedback is adjusted to time, workload, but also the current writing assignment. The study also shows that the teachers interviewed, believes that the students’ development in written language is important and that both teachers and students are responsible for that such development is taking place

The purpose of this study is to investigate how teachers who teach aesthetic and practical subjects use different assessment rubrics in teaching. The study is based on phenomenographic theory, which makes this a qualitative interview study. Selection and delimitation are five teachers who work at junior high school in aesthetic and practical subjects and who use the digital school platform to report assessment and grades. The results indicate that all teachers use the general rubric as a documentation tool, as guidelines when concretizing goals and as a visual image that acts as support in conversations with students and guardians. Challenges are directed at its design, which contributes to a false image of equal value between all knowledge requirements. The task-oriented rubric is ​​used to clarify goals for students and support them in their work. It can contribute to student motivation and also clarify tasks so that students can be challenged at a higher level.  Some emerging conclusions are that the general rubric becomes central and important for the teachers and therefore might contribute to too much focus on teaching around grade criteria. Teachers also need more knowledge about task-oriented rubrics and students need to become more involved in the process of producing them.

Syftet med denna studie är att belysa hur gymnasielärare i samhällskunskap använder formativ bedömning, hur detta påverkas av interna och externa faktorer samt vilka förutsättningar att ge formativ bedömning som respondenterna beskriver som specifika för samhällskunskap. Studiens resultat baseras på semistrukturerade intervjuer med sex gymnasielärare i samhällskunskap. Intervjuerna analyserades med hjälp av en kvalitativ innehållsanalys och ramfaktorteorin utgjorde studiens teoretiska utgångspunkt. Ett resultat av studien är att samtliga respondenter använder formativ bedömning och anpassar densamma utifrån varje elevs behov. Ett annat resultat är att respondenterna menar att externa faktorer har en större påverkan på deras formativa bedömning än interna faktorer. Ytterliggare ett resultat är att hälften av respondenterna anser att det finns specifika förutsättningar att använda formativ bedömning i samhällskunskap jämfört med historia, svenska och matematik. / The purpose of this study is to highlight how social studies teachers in the Swedish upper secondary school uses formative assessment, how this is affected by internal and external factors and which conditions to give formative assessment the respondents describes as specific for social studies. The result of the study is based on semistructured interviews with six social studies teachers in the upper secondary school. The interviews were analyzed with a qualitative content analysis and the frame factor theory constituted the studies theoretical starting point. One result of this study is that all respondents uses formative assessment and adjusts the same based on the specific needs of every pupil. Another result is that the respondents consider external factors as having a larger impact on their formative assessment than internal factors. A further result is that half of the respondents think that there are specific conditions for using formative assessment in social studies compared to history, swedish, and mathematics.

The aim of this study is to investigate how mathematics teachers use formative assessment to make the course objectives clear to the student. This is part of a wider aim in Sweden to find ways for improving mathematics teaching. Qualitative semi-structrured interviews and observations were used for collecting data. Different approaches to integrate formative assessment in their classrooms is discussed: questioning, discussions in whole-class, group work and assessment and feedback. The analysis of the results indicated that the teachers thought differently about how to integrate the course objectives in their planning. Two out of three teachers did not consciously base their planning on these which could be due to a lack of time to discuss the curriculum amongst the teachers. Conditions that make implementation of these approaches more or less easy include the teacher’s view of formative assessment, the school-based support and the impact of high-stake tests such as national tests.