Denna studie handlar om bedömning för lärande. Studien utgår från elevernas perspektiv och hur de uppfattar en formativ kontext där de under sin högstadietid har arbetat med målstyrning och värderingsscheman, elevbok, elevmedverkan i bedömningsprocessen och olika typer av reflekterande frågor. Verktygen i klassrummet har utformats av PRIM-gruppen och lärarna från MiMa-projektet, Min egen Matematik, en undervisningskontext med tydliga inslag av formativ bedömning. Elevernas uppfattningar sätts också i relation till visade prestationer. Jag har intervjuat tolv elever och för att analysera elevernas prestationer har elevarbeten och resultat från ämnesprovet i årskurs 9 samlats in samt resultat från ämnesprovet årskurs 5, betyg från årskurs 9 och gymnasieskolans kurs A. De analysverktyg som har använts är ett teoretiskt ramverk för formativ bedömning som kompletterats med en modell för självreglerat lärande. Tydliga mål och värderingsscheman, elevbok och vilka uppgifter som arbetet ska inriktas på uppfattas av samtliga elever som betydelsefulla. Kamraternas betydelse, klassrumsdiskussioner och innebörden av kvalitativ nivå uppfattas olika av eleverna. Den formativa kontexten har uppfattats som gynnsam för i stort sett samtliga intervjuade elever. Vid intervjuerna framträder olika elevprofiler, där eleverna uttrycker mer eller mindre av självreglerande processer. Det finns samband mellan de elever som uttrycker hög grad av självreglering och visar höga prestationer på ämnesprovet i årskurs 9. Studien visar att arbete i formativt syfte är långsamma processer, men ger möjlighet för förbättrade prestationer. Resultaten visar också på möjligheter för utveckling där återkoppling mot den egna lärandeprocessen är central. / The purpose of this study is to gain insight into how students perceive assessment for learning. The students have been working in a formative assessment practice with self-assessment, learning goals and intensions, apply criteria by assessing their work, use write to learn and reflective questions to activate them as owner of their own learning. The students’ teachers have been participating in a project called MiMa with focus on formative assessment.  The data is generated by individual interviews with 12 students grade 9 (aged 15 – 16) during their last days of secondary school. The aim is also to search for connections between students’ perceptions and their performance. The data collected are tasks and solutions from the national test grade 9, the result from the national test grade 5, the grading from last year secondary and first year of upper secondary school. The analysis is based on Black and Wiliam’s theory of formative assessment and models of self-regulated learning. The findings indicate that all students perceive the learning goals, write to learn and impact on classroom work as meaningful for learning. The students perceived the classroom discussions, the peers and the criteria for success in different ways. The perception of formative assessment is prosperous for almost all pupils. The students express more or less of self-regulated processes. There is a connection between self-regulated learners and high performance. The research shows that work with formative assessment takes time but empowers learning. The findings open up for potentials where students generate feedback to themselves.

Pimple mounds are circular to elliptical domes with basal diameters ranging from 3 to more than 30 m, and heights of 30 cm to more than 2 m above intermound levels. For almost two centuries, the origin of these features has been speculated upon by scientists without general consensus as to one of over 30 different mechanisms suggested for their origin. These soil microfeatures can be observed throughout portions of East Texas as well as Louisiana, Arkansas, Oklahoma, and Missouri. Pimple mounds have been extensively mapped throughout East Texas as complexes covering over 1.0 million ha in 47 soil survey areas. About 600,000 ha are on Pleistocene-age geological formations. This study focused on 5,500 ha in Leon County, Texas, mapped as Rader-Derly complex and Derly-Rader complex. Rader (Aquic Paleustalfs) is on mounds and Derly (Typic Glossaqualfs) in the low intermounds. These soils are mapped primarily on terraces of the Trinity River system within the survey area. Using elevation levels published for the various fluviatile terrace deposits of the Trinity River, six groups (five terrace level groups and an upland group) were identified for analysis of mounds within the study area. Processes and factors of soil formation during the life of these features were considered using two methods ? remotely sensed elevation data and sampling data collected in the field. Size, shape, and relief of mounds were analyzed using airborne-based, remotely sensed LiDAR (Light Detection and Ranging) elevation data. Particle size distributions and pedon descriptions of mounds formed on materials of various ages were compared across the study area with special emphasis given to spatial trends. Analyses indicate a fluvial origin with pimple mound orientation corresponding to surrounding ridge and swale features of the paleoriver. Pimple mounds within the study area formed in the presence of sandy to loamy alluvial sediments and require the presence of accretionary ridge microtopography over point bar deposits. This alluvial parent material and topography were further developed by fluctuations in climate and vegetation over time. The erosional influence of bioturbation by animals and the intense rainfall and flood events which frequent the study area provided an environment in which these soil microfeatures have developed and over time exhibit increased levels of pedogenesis.