The aim of this study is to explore how some teachers in compulsory education for pupils with intellectual disabilities work with assessing the knowledge development in pupils in their daily work. The study is based on four semi structured interviews with teachers in compulsory education for pupils with intellectual disabilities. The results of the study show that teachers enjoy working in compulsory education for pupils with intellectual disabilities and that they think that assessment is a big part of everyday schoolwork. The teachers are aware of how the assessment process is supposed to work but their knowledge level, that the result shows, is not always sufficient to find useful methods and tools for assessment. This result shows that it is formative assessment which is largely applied. Teachers use many methods and contexts that enable assessment of pupils´ knowledge such as talks, observations and documentation. The results show that feedback is used partly to make visible the student´s knowledge level to the teacher, and partly to make the development of knowledge visible to the student himself. The object feedback is to show where the student is, what the goal is and how the student should get there. Several of the teachers strive to encourage students´ participation in their own learning process by developing the knowledge goals together and through frequent feedback. / Syftet med denna studie är att undersöka hur några lärare i grundsärskolan resonerar kring bedömning av elevernas kunskapsutveckling. Studien belyser lärarnas erfarenheter kring bedömning ur ett brett perspektiv och i det vardagliga skolarbetet. Studien bygger på fyra halvstrukturerade intervjuer med lärare som arbetar i grundsärskolans årskurser 1-6. Resultatet visar att lärarna trivs att arbeta i grundsärskolan och att de tycker att bedömning utgör en stor del av det vardagliga skolarbetet. Resultatet visar att lärarna har kunskap om hur bedömningsarbetet är tänkt att fungera men en kunskap som inte alltid är tillräcklig för att finna användbara metoder och redskap för bedömning. I resultatet framträder att det är formativ bedömning som till största delen tillämpas. Lärarna visar många metoder och sammanhang som möjliggör bedömning av elevernas kunskapsutveckling såsom samtal, observationer och dokumentation. Resultatet visar att återkoppling används dels för att synliggöra elevens kunskapsutveckling för läraren och dels för att synliggöra kunskapsutvecklingen för eleven själv. Återkopplingens syfte är att visa var eleven är, vad målet är och hur eleven ska nå dit. Flera av lärarna eftersträvar elevernas delaktighet i sin egen kunskapsprocess genom att utarbeta kunskapsmålen tillsammans och genom tät vardaglig återkoppling.

The aim of the study is to show how a selected part of the European Language Portfolio, ELP, can support the assessment process for teachers. All the checklists at level A1 and My Language Goals from the Language Biography, a part of the ELP, are implemented and communicated in teaching in a 4th grade class of students. Two teachers are interviewed and both of their classes are compared in the study. One group worked for two weeks with the selected part of the Language Portfolio and the second group followed the regular curriculum for the same period of time. The teachers are interviewed before and after the ELP through support of mind maps. Results show that by using checklists at level A1 and My Language Goals students become aware of their own learning process. The goals presented in the selected part of the ELP may provide opportunities for the teachers to discuss the learning process with the students in the classroom and the students therefore become involved in the learning process. When the Syllabus was clarified for the students it increased their participation and awareness among them. According to the teachers, these are factors that support teachers in the assessment process. / Syftet med undersökningen är att visa hur en utvald del av den Europeiska språkportfolion, ESP, kan utgöra ett stöd i bedömningsprocessen för lärare. Samtliga checklistor på nivå A1 och Mina språkmål, från den Europeiska språkportfolions Språkbiografidel, implementeras och kommuniceras i undervisningen i en elevgrupp med elever i år 4. Informanterna i undersökningen är två lärare i engelska. Deras elevgrupper jämförs efter att den ena gruppen arbetat under två veckor med den utvalda delen av Språkportfolion och den andra efter ordinarie undervisningsplan. Lärarna intervjuas med stöd av föreställningskartor både före och efter projektarbetet. Resultaten visar att genom att använda checklistorna på nivå A1 och Mina Språkmål kan elevernas medvetenhet kring inlärning öka. Kunskapsmålen från checklistorna ger möjligheter till samtal om elevers kunskapsutveckling i den vardagliga verksamheten och eleverna blir på så sätt delaktiga i inlärningsprocessen. Konkretisering av kunskapskraven samt ökad delaktighet och medvetenhet hos eleverna är enligt lärarna faktorer som kan bidra till att underlätta arbetet med bedömningsprocessen.

<p>This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment / the skills levels of these educators / the nature of support and training these educators received to enhance their assessment practices / the different assessment methods employed by the adult educators to assess learners / and the educational validity and efficacy of these practices.</p>

Syftet med studien är att belysa lärares och rektorers tankar kring diagnostisering av elever i de tidiga skolåren vid användande av Skolverkets diagnosmaterial Diamant, som riktar in sig på den förberedande aritmetiken. Studien har en kvalitativ ansats med semistrukturerad intevju som metod. Deltagarna i undersökningen är fyra lärare samt två rektorer med erfarenhet och utbildningen inom området. Resultatet visar att informanterna anser att de får betydelsefull information om var barnen befinner sig i den grundläggande taluppfattningen via diagnosen och därmed kan barn med behov av hjälp och stöd uppmärksammas. Informanterna har en formativ syn på diagnostisering. De fokuserar på hur resultatet följs upp, hur de finner pedagogiska och organisatoriska lösningar. Rutiner för detta är olika på de enheter där informanterna är verksamma. Stor vikt vid individuell uppföljning är ett gemensamt förhållningssätt hos samtliga informanter och det är i denna uppföljning som den specialpedagogiska kompetensen efterfrågas enligt resultatet av undersökningen. / The purpose of the study is to highlight teachers and senior staff members thoughts of diagnosing pupils in the early school years using Skolverkets diagnosis material Diamant, which focuses on early arithmetics. The study use qualitative research methods with semistructured interviews. The participants are up by four teachers and two headmasters who have both experience and training in the subject area. The results show that the participants belive they, through the diagnosing process, are able to reach an understanding of a childs comprehension of number sence.It is due to this diagnosis process that the need of support can be discovered. The results further suggest that the participants have a formative view on diagnosis.Their focus is on how the results are acted upon and how they reach their pedagogical and organisational solutions. The routines for reaching their solutions differ between organisations. However, focus on the individual monitoring is an approach that the participants all have in common and it is due to individual monitoring that the specielpedagogical needs are essenstial.

The purpose of this study was to investigate formative assessment and formative feedbacks effects on students. One teacher describes through interviews her experiences of formative assessment and feedback. Also the students' perceptions are described. It is examined through observations, how different types of feedback is communicated by the teacher to the student and among students. This study wanted to highlight the effects formative assessment and formative feedback may have on their learning and motivation. This with particular interest in the Swedish lessons. I chose to concentrate on this following questions: What types of feedback communicates from teacher to student, and students among each other? How does one teacher describe her feedback and how it affects student motivation and learning process? What is the student’s thoughts on the feedback they give and receive from each other and how it affects their motivation and learning process? Formative assessment includes five strategies that shape the students to reach the goal in which three actors are involved. Those are the teacher, other students and the pupil. One of the five strategies is formative feedback, that can identify and provide the student information which helps the student to gain insight on how a task should be solved. Different types of feedback are identified by Hattie and Timperley and had the function as analyses tools in this study. The method of this study was qualitative, though I have done observations in one classroom of 26 students for five days and interviews with one teacher and 10 pupils in the school year 3 (9-10 year-olds). The result showed that the teacher used mostly process-oriented feedback and the pupils became to use it through time. The result also indicated that the students' learning process and motivation was affected to the extent that they were more independent, seeking feedback from peers and became more engaged in the lessons with time.

This dissertation explores written and oral feedback in different contexts. The study is based on interviews with five Swedish teachers in Civics and on observations of their way of giving feedback in the classroom. Furthermore, teachers’ comments on the students’ written tasks were examined. Feedback from the teacher to the student has been classified into the categories: Focus on task, Focus on grade, Focus on learning process and Focus on self-regulation. According to previous research feedback with focus on process and self-regulation is the most powerful tool for enhancing learning. The result shows that the feedback which was given on written tests and written tasks was not favourable for enhancing learning. Feedback in a written log and during work in class was more effective. In the context where teacher gave oral feedback when giving back the written texts both grades and learning process appeared to be in focus. Activity theory has influenced the analysis of variation in feedback and of obstacles and possibilities for developing formative feedback. In order to explain the variation I discuss the form of the task, the nature of the subject and the fact that feedback is given in both a formative and a summative discourse. In the formative discourse, where the teacher acts as a promoter, I find good possibilities for developing formative feedback. Open tasks, feedback towards abilities and a direct relation between the student and the subject matter appeared in this discourse. A summative discourse, where examination and grades characterized the feedback, has been interpreted as an obstacle for development of a more formative practice. In that discourse the teacher acts as a mediator between the student and the subject matter.

There has recently been an increased emphasis on the importance of learning programming languages, not only in higher education but also in secondary schools. Students of a variety of departments such as physics, mathematics and engineering have also started learning programming languages as part of their academic courses. Assessment of students programming solutions is therefore important for developing their programming skills. Many Computer Based Assessment (CBA) systems utilise multiple-choice questions (MCQ) to evaluate students performance. However, MCQs lack the ability to comprehensively assess students knowledge. Thus, other forms of programming solutions are required to assess students knowledge. This research aims to develop a semi-automated assessment framework for novice programmers, utilising a computer to support the marking process. The research also focuses on ensuring the consistency of feedback. A novel marking process model is developed based on the semi-automated assessment approach which supports a new way of marking, termed segmented marking . A study is carried out to investigate and demonstrate the feasibility of the segmented marking technique. In addition, the new marking process model is developed based on the results of the feasibility study, and two novel marking process models are presented based on segmented marking, namely the full-marking and partial-marking process models. The Case-Based Reasoning (CBR) cycle is adopted in the marking process models in order to ensure the consistency of feedback. User interfaces of the prototype marking tools (full and partial) are designed and developed based on the marking process models and the user interface design requirements. The experimental results show that the full and partial marking techniques are feasible for use in formative assessment. Furthermore, the results also highlight that the tools are capable of providing consistent and personalised feedback and that they considerably reduce markers workload.

Syftet med denna studie är att undersöka elever och lärares uppfattning av återkoppling i gymnasieskolan. Utifrån Hattie och Timperleys teori om återkopplingsnivåer samt Gibbs och Simpsons Assessment Experience Questionnaire (AEQ) har en kvantitativ enkätundersökning genomförts på en gymnasieskola. Hattie och Timperley har tagit fram fyra återkopplingsnivåer som på olika sätt kan påverka elevens möjlighet att tillgodogöra sig lärarens återkoppling och använda den på ett positivt sätt. De fyra nivåerna är: återkoppling på uppgiftsnivå, återkoppling på processnivå, återkoppling på självreglerandenivå och återkoppling på person. Den sista är den som är minst effektiv och kan vara kontraproduktiv. Den bästa nivån, som är mest effektiv, är den på självreglerandenivån.  Metod som använts i undersökningen är en kvantitativ enkät som genom en pragmatisk ansats även är tolkande i sin konstruktion och analys.   Resultatet visade att elever och lärare hade något så när lika uppfattning om vad återkoppling innebär. Bägge grupperna identifierade samtal som en viktig del av återkoppling. Det fanns skillnad i hur elever och lärare definierade återkoppling. Elever ansåg att de får återkoppling av lärare på den högsta nivån utifrån Hattie och Timperley (2007), den på självreglerande nivå. Både elever och lärare identifierar återkoppling som när läraren berättar för eleven hur det går för den i ett ämne. / The aim of this study is to investigate the perceptions about feedback amongst students and teachers at an upper high school. The study has its foundation from the works of Hattie and Timperley and from Gibbs and Simpson. The latter has developed Assessment Experience Questionnaire (AEQ). Hattie and Timperley have developed four feedback levels, that in diverse ways affect the student’s ability to use the teacher’s feedback in a positive way. The feedback levels are; on task level, on process level, a selfregulated level and on a person level. The last one is the worst, in respect of student’s learning, and can be counterproductive to student’s ability to develop lifelong study skills. The level that is the best one, in respect of student’s learning, is on self-regulated level.  The method used in this study is through a quantitative questionnaire and through a pragmatic onset that has an interpretive construction and analysis.  The result of the study shows that teacher’s and student’s share the perception of feedback as something teacher and student talk about. There is a variance and nuance as to what defines feedback. Student’s are given feedback from their teacher at the highest level from Hattie and Timperley (2007), on a self-regulated level. Both student and teacher agree on the definition of feedback as when the teacher has a conversation with the student about his or her situation in a subject.

The Diploma Thesis named Case Study: Implementing Formative Assessment into Education focuses on formative assessment and its place as well as specifics in educational reality from two perspectives - it aims at first-hand experience of teachers and pupils, and it also examines the whole-school process of implementing this change into education. The thesis' goal is to identify formative assessment as means of functional feedback between teachers and pupils, and to offer personal experience with implementing formative assessment into education from the point of view of teachers as well as pupils. The theoretical part characterises the formative assessment's major features along with methods and techniques and their respective benefits. The theoretical part further offers an overlook of how the process of implementing changes into schools can be managed. The empirical part then presents findings from a research aimed at implementing specific parts of formative assessment into practice at a selected school. Finally, the results point out mainly the crucial influence of management of the change on the overall outcome of the process and the gradual change of views and motivations of leading actors. KEYWORDS formative assessment, feedback, peer assessment, self-assessment, criterion-referenced assessment,...

Made available in DSpace on 2014-06-11T19:24:22Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-11-19Bitstream added on 2014-06-13T19:51:58Z : No. of bitstreams: 1 silva_lb_me_arafcl.pdf: 658224 bytes, checksum: 0ac1ea3193ef9187360aa1f91511ca4b (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objetivo central foi investigar o Estado do conhecimento referente à avaliação formativa, com foco especial nos mecanismos de Recuperação e Reforço Escolar, no período entre 1999 e 2009. Para análise da produção científica na área realizou-se um levantamento bibliográfico das teses e dissertações defendidas nos Programas de Pós- Graduação da USP, UNESP, UNICAMP e PUC/SP. O objetivo específico foi analisar as contribuições desta produção para esclarecer os avanços e os problemas decorrentes da implantação das novas políticas de avaliação na melhoria da qualidade do ensino e no desenvolvimento dos alunos, em função das novas práticas avaliativas que têm sido instaladas no interior da escola. Na identificação das teses e dissertações do período foram utilizadas as seguintes palavras-chaves: Progressão Continuada, Avaliação Formativa, Reforço Escolar e Recuperações de Aprendizagem. O levantamento nos bancos de dados da CAPES (Coordenação de Aperfeiçoamento do Ensino Superior), ANPED (Associação Nacional de Pós- Graduação e Pesquisa em Educação) e BTDB (Biblioteca Digital Brasileira de Teses e Dissertações), e também nas bibliotecas depositárias como UNICAMP, UNESP, PUC/SP e FEUSP levou à seleção de 30 dissertações de mestrado e 7 teses de doutorado. Após inspeção dos resumos procedeuse à leitura e análise integral dos trabalhos e à re-elaboração dos resumos com foco nos objetivos, metodologia, dados coletados e conclusões. Do exame exaustivo dos trabalhos emergiram três categorias de análise: Dimensão político-social da Avaliação, A prática da avaliação no Regime de Progressão Continuada e Representações sobre a avaliação no Regime de Progressão Continuada. As pesquisas produzidas permitem desvelar como vêm se desenvolvendo os processos e mecanismos de avaliação instituídos oficialmente... / The main objective was to investigate the state of knowledge regarding the formative evaluation, with particular focus on mechanisms for Recovery and Enhancement School, between 1999 and 2009. For analysis of scientific production in the area held a bibliography of theses and dissertations in the Graduate Program at USP, UNESP, UNICAMP and PUC / SP. The specific objective was to examine the contributions of this production to clarify the progress and problems arising from the implementation of new assessment policies in improving the quality of teaching and student development, as new assessment practices that have been installed inside the school. The identification of theses and dissertations of the period we used the following keywords: Continued Progression, Formative Evaluation Reinforcement Learning School and Recoveries. The survey in the database of CAPES (Coordination for the Improvement of Higher Education), ANPED (National Association of Graduate Studies and Research in Education) and BTDB (Brazilian Digital Library of Theses and Dissertations), and depository libraries as well as in Campinas, UNESP, PUC / SP FEUSP and led to the selection of 30 master's dissertations and doctoral theses 7. After inspection of the abstracts proceeded to read and comprehensive analysis of the work and re-written abstracts focusing on the objectives, methodology, data collected and conclusions. Exhaustive examination of the work revealed three categories of analysis: politicalsocial dimension of assessment, the assessment in the regime of continued progression and Representation on the evaluation scheme in the continued progression. The research produced allow unveiling is unfolding processes and evaluation mechanisms established officially as founding elements of the regime of continued progression within the school, identify the factors that shape developments and / or critical... (Complete abstract click electronic access below)